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A Systematic Review of the Experiences of Autistic Young People Enrolled in Mainstream Second Level (Post-Primary) Schools

Horgan, Finbar orcid logoORCID: 0000-0002-6164-0066, Kenny, Neil orcid logoORCID: 0000-0002-2340-6586 and Flynn, Paula orcid logoORCID: 0000-0002-5585-3671 (2023) A Systematic Review of the Experiences of Autistic Young People Enrolled in Mainstream Second Level (Post-Primary) Schools. Autism, 27 . pp. 526-528. ISSN 1362-3613

Abstract
Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating its effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic pupils themselves within research and policy literature. This review seeks to synthesize evidence from qualitative studies relating to the experiences and perspectives of autistic young people enrolled in mainstream second level or post-primary education. Searches were carried out on three bibliographic databases: Education Research Complete (ERC), Education Resources Information Centre (ERIC) and PsychInfo. 899 Studies were identified through a combination of database and hand searches of which 30 met the inclusion criteria for the review. Data were synthesised using ‘thematic synthesis’ and the validity of included studies was assessed using the ‘Critical Appraisal Skills Programme’ (CASP) checklist. Thematic synthesis resulted in the development of three analytical themes: ‘An inclusive learning environment for all?’, ‘Social participation’ and ‘Impacts on the student’. This review provides a synthesis of contemporaneous and relevant literature regarding the lived experiences of autistic young people enrolled in mainstream post-primary education. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research that prioritizes the voices and perspectives of this cohort is essential as inclusive policy and practice continues to develop.
Metadata
Item Type:Article (Published)
Refereed:Yes
Subjects:Social Sciences > Education
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Inclusive & Special Education
Publisher:Sage Publications Ltd.
Official URL:https://journals.sagepub.com/doi/10.1177/136236132...
Copyright Information:Authors
ID Code:30689
Deposited On:24 Jan 2025 09:34 by Neil Kenny . Last Modified 24 Jan 2025 09:34
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