The mainstream schooling experiences of adolescents with ASD in QLD Caitlin Harrington PhD Supervisors: Associate Professor Michele Foster; Professor Sylvia Rodger & Dr Jill Ashburner. The University of Queensland, Australia. Presentation overview  Discussion of the research method.  Discussion of the results  Discussion of strategies to enhance student participation in mainstream settings. Research Question How do students currently experience participation in mainstream schools? Recruitment Eight students were recruited via a gatekeeper organisation (Autism Queensland). They all resided in the greater Brisbane area. Student participants Pseudonym Age Paul 14 Gender M Ethnicity Caucasian Diagnosis Asperger Syndrome School Education Enrolment grade placement 10 Special school Part-time 9 State school State school part-time & Epilepsy ABI Rhys 15 M Caucasian PDD-NOS Autism Queensland part-time Beth 13 F Caucasian Asperger Syndrome 8 Home schooled Full-time Luke 13 M Caucasian Asperger Syndrome 9 State school State school part-time & Autism Queensland part-time Jake 15 M Caucasian PDD-NOS 9 Home schooled Home school part-time & Autism Queensland part-time Brendan 13 M Caucasian PDD-NOS 8 State school State school part-time & Autism Queensland part-time Brad 12 M Caucasian Asperger Syndrome 8 Private school Full-time Declan 15 M Caucasian Asperger Syndrome 11 Private school Full-time Data collection Get to know the students. Consult with the field. Consult with parents. Develop interview guide and interview resources. Interview each student once. Data analysis Data were analysed thematically using Braun and Clarke’s (2006) framework for thematic analysis. Theme one: Academic mismatch The emergent tensions when individual factors such as ASD-specific characteristics, the students’ academic abilities, learning styles and preferences interacted with school factors including the curriculum content, pedagogical and assessment practices. ‘Academic mismatch’ occurred when student factors interacted with school factors to generate restriction around capacity to participate. Academic mismatch Students experienced mismatch in relation to:  schoolwork performance (quantity, pacing and the standard of the work);  the content (preferences for particular subjects, difficulties with certain subjects);  how it was delivered (preference for hands-on learning);  the settings in which it was delivered (e.g. noise level, being withdrawn from class to access special ed);  tasks such as handwriting and homework. Teachers could be a source of academic mismatch or enhance participation  Students were positive about teachers who explained the schoolwork clearly and displayed authenticity by “actually listening” and “wanting to help” and answer their questions. They also valued teachers who got to know them as individuals, “treated everybody as an equal”, and accommodated their differences.  Teachers who yelled or did not demonstrate understanding or acceptance were a source of mismatch. Student responses to academic mismatch  Some refused to participate in certain tasks (particularly when they were difficult or not of interest).  Some refused help from teachers, whereas others accepted help.  In response to classroom noise one student found a quiet spot outside the classroom.  During the interviews students demonstrated an awareness of their own strengths, interests and personal learning styles. For example, two students said they learnt best through practical, hands-on activities. They suggested the need for curriculum to be based on their interests. Theme two: Standing Out An experience of being different from their mainstream peers and not fitting in at school. Standing out occurred primarily in playground e.g. bullying and isolation. It also occurred in the classroom e.g. teacher aide support could be a source of embarrassment. Friendships acted as a buffer to standing out for several students. Student responses to Standing out  Finding a safe haven at lunch times e.g. the library.  Attempting resolve bullying themselves.  Fighting back physically in response to bullying leading to suspension. Recommendations: Supporting participation  Involve students in individual education planning and support their participation in this process.  Greater incorporation of student interests into the existing curriculum and ensure students can enrol in subjects of interest e.g. computers.  Provide social skills training in schools e.g. Secret Agent Society, PEERS or Circle of Friends.  Improve ASD awareness of school peers through a school-based program.  Offer a safe haven at school during lunchtimes and clubs based on interests so that students can socialise with peers in a supervised environment.