“我不应该教育他们的学校什么是自闭症”:澳大利亚社区对自闭症中小学经历的态度和家长报告。

IF 5.6 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Autism Pub Date : 2025-05-31 DOI:10.1177/13623613251338908
Sandra Thom-Jones, Chloe S Gordon, Simone Mizzi
{"title":"“我不应该教育他们的学校什么是自闭症”:澳大利亚社区对自闭症中小学经历的态度和家长报告。","authors":"Sandra Thom-Jones, Chloe S Gordon, Simone Mizzi","doi":"10.1177/13623613251338908","DOIUrl":null,"url":null,"abstract":"<p><p>This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers.Lay abstractThis study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for <i>all</i> autistic students and to help train educators to be more effective in meeting the needs of these students.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251338908"},"PeriodicalIF":5.6000,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"'I shouldn't have to educate their school about what autism is': Community attitudes and parent reports of autistic primary and secondary school experiences in Australia.\",\"authors\":\"Sandra Thom-Jones, Chloe S Gordon, Simone Mizzi\",\"doi\":\"10.1177/13623613251338908\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers.Lay abstractThis study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for <i>all</i> autistic students and to help train educators to be more effective in meeting the needs of these students.</p>\",\"PeriodicalId\":8724,\"journal\":{\"name\":\"Autism\",\"volume\":\" \",\"pages\":\"13623613251338908\"},\"PeriodicalIF\":5.6000,\"publicationDate\":\"2025-05-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Autism\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/13623613251338908\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Autism","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/13623613251338908","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

本研究旨在了解自闭症学童的包容体验。该研究报告了三次调查的结果,一次是在2021年对普通人群进行的调查(N = 1983),两次是对自闭症学校学生的父母/照顾者进行的调查,一次是在2020年(N = 2212),一次是在2021年(N = 528)。一般人对自闭症学生在学校得到支持持赞成态度。然而,自闭症学生的生活经历,正如他们的父母所报告的那样,突出了在提供支持方面的重大差距。2021年对自闭症学生家长的调查得出的定性数据发现,系统层面的挑战普遍存在,缺乏包容和支持对自闭症学生造成了重大伤害。虽然这是家长的观点,而不是学生的观点,但这项研究可能会让我们深入了解自闭症学生的经历,否则他们可能不会使用传统的研究方法。未来的研究应该寻求直接听取自闭症学生自己的意见,并探索在支持自闭症学生方面表现出色的学校的案例研究。这些范例可以用来倡导在学校提供支持,并在学校领导和教师的专业发展中参考。摘要本研究探讨澳洲学校自闭症学生的包容体验。我们在2021年对公众(N = 1983)进行的调查发现,人们同意自闭症学生应该在学校得到支持。我们对自闭症学生家长的调查,一次是在2020年(N = 2212),另一次是在2021年(N = 528),发现学校系统中存在许多障碍,使自闭症儿童难以感受到包容和支持。这种支持的缺乏对自闭症儿童的健康产生了负面影响。值得注意的是,这项研究关注的是家长的观点,而不是学生自己的观点。未来的研究应该找出并向那些在支持自闭症学生方面做得很好的学校学习。这些例子可以用来倡导更好地支持所有自闭症学生,并帮助培训教育工作者更有效地满足这些学生的需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
'I shouldn't have to educate their school about what autism is': Community attitudes and parent reports of autistic primary and secondary school experiences in Australia.

This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers.Lay abstractThis study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for all autistic students and to help train educators to be more effective in meeting the needs of these students.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Autism
Autism PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
9.80
自引率
11.50%
发文量
160
期刊介绍: Autism is a major, peer-reviewed, international journal, published 8 times a year, publishing research of direct and practical relevance to help improve the quality of life for individuals with autism or autism-related disorders. It is interdisciplinary in nature, focusing on research in many areas, including: intervention; diagnosis; training; education; translational issues related to neuroscience, medical and genetic issues of practical import; psychological processes; evaluation of particular therapies; quality of life; family needs; and epidemiological research. Autism provides a major international forum for peer-reviewed research of direct and practical relevance to improving the quality of life for individuals with autism or autism-related disorders. The journal''s success and popularity reflect the recent worldwide growth in the research and understanding of autistic spectrum disorders, and the consequent impact on the provision of treatment and care. Autism is interdisciplinary in nature, focusing on evaluative research in all areas, including: intervention, diagnosis, training, education, neuroscience, psychological processes, evaluation of particular therapies, quality of life issues, family issues and family services, medical and genetic issues, epidemiological research.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信