Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers
Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers
Resourced provision is an important model for inclusive education, possibly providing the ‘best of both worlds’ for pupils with Special Educational Needs. Typically, pupils split their time between specialist and mainstream classes, offering balanced support that is highly valued by parents. However, there is little research about resourced provision from the perspectives of the pupils. This small-scale study explored how children and teachers experience resourced provision and manage the daily transitions between activities and classes. A qualitative visual storyboard methodology was co-created between the researchers and school staff and used to access the views of five pupils on the autism spectrum aged 9–11 years about their everyday experiences, including transitions between special and mainstream classes; six staff members from the resource base were also interviewed. Findings highlighted the importance of friendship and peers; where and how support was provided; tensions between structured and unstructured periods; and student/school identity. The school has implemented changes to how daily transitions are supported in response to pupils’ views, with positive impacts on practice. The storyboard method is a simple and adaptable approach that can enable children to share their views in research and practice.
Resourced provision, autism, inclusion, pupil voice
803-818
Warren, Amber
85f54d90-182e-4fbc-85be-6d1ad48e6f7b
Buckingham, Kate
d265ad7e-9b02-450d-aec8-eb05b136542a
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
20 October 2021
Warren, Amber
85f54d90-182e-4fbc-85be-6d1ad48e6f7b
Buckingham, Kate
d265ad7e-9b02-450d-aec8-eb05b136542a
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Warren, Amber, Buckingham, Kate and Parsons, Sarah
(2021)
Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers.
European Journal of Special Needs Education, 36 (5), .
(doi:10.1080/08856257.2020.1823166).
Abstract
Resourced provision is an important model for inclusive education, possibly providing the ‘best of both worlds’ for pupils with Special Educational Needs. Typically, pupils split their time between specialist and mainstream classes, offering balanced support that is highly valued by parents. However, there is little research about resourced provision from the perspectives of the pupils. This small-scale study explored how children and teachers experience resourced provision and manage the daily transitions between activities and classes. A qualitative visual storyboard methodology was co-created between the researchers and school staff and used to access the views of five pupils on the autism spectrum aged 9–11 years about their everyday experiences, including transitions between special and mainstream classes; six staff members from the resource base were also interviewed. Findings highlighted the importance of friendship and peers; where and how support was provided; tensions between structured and unstructured periods; and student/school identity. The school has implemented changes to how daily transitions are supported in response to pupils’ views, with positive impacts on practice. The storyboard method is a simple and adaptable approach that can enable children to share their views in research and practice.
Text
Everyday experiences in resourced provision Author Accepted EJSNE 9th Sept 2020
- Accepted Manuscript
More information
Accepted/In Press date: 9 September 2020
e-pub ahead of print date: 20 October 2020
Published date: 20 October 2021
Additional Information:
Funding Information:
We thank the children and the teachers who participated in the research, and the families for trusting us to conduct the research with authenticity and integrity. We are grateful to the University of Southampton for awarding this project an impact prize for undergraduate dissertations in recognition of its co-constructed approach and insightful findings. Anonymised data are available by request to the corresponding author.
Publisher Copyright:
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
Resourced provision, autism, inclusion, pupil voice
Identifiers
Local EPrints ID: 443877
URI: http://eprints.soton.ac.uk/id/eprint/443877
ISSN: 0885-6257
PURE UUID: 34fcad44-99f2-4298-9d68-134c96f1b663
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Date deposited: 15 Sep 2020 16:34
Last modified: 17 Mar 2024 05:53
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Author:
Amber Warren
Author:
Kate Buckingham
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