Exploring the Self-Reported Experiences of Autistic High School Students
Date
2021-01-18
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Abstract
A critical review of the literature indicates that the inclusion of autistic student voice in research and education discourse is minimal, which is problematic because this gap contributes to unethical and often ineffective educational practices and ultimately, poorer education and wellbeing outcomes for autistic students. This study investigated the self-reported school experiences of autistic high school students in Canada using a critical disability theory framework and a phenomenological informed research lens. Student perception data were collected using a mixed-method convergent parallel research design where quantitative data (n=72) was collected via an online survey, and qualitative data (n=19 open-ended responses and n=10 email interviews) was collected using an open-ended survey question and a short semi-structured email interview. Participants were recruited via snowball and convenience sampling through provincial and territory autism agencies, self-advocacy groups, parent councils, superintendents of schools, and Amazon’s Mechanical Turk. Quantitative data were analyzed using descriptive statistics, and qualitative interview data were analyzed using inductive thematic analysis. Based on self-reports, this study found that generally, autistic students’ school experiences were unexceptional. However, students reported most favourably on their school experiences when they were made to feel welcome; when they had access to personalized school spaces; when they received support from their peers; and when teachers used flexible and non-stigmatizing pedagogical practices. A unique finding of this study is that over half of autistic participants shared that they preferred to use non-speaking modes of communication to interact with their teachers and peers because typing and drawing helped improve the clarity of their messages and to minimize feelings of stress and anxiety. The implications of this study are that it provides researchers, educators, and autism allies with new information based on “actually autistic” (Craine, 2020, p. 263) experiences, and it offers researchers a methodological framework to improve the authentic participation of autistic people in research.
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autism, inclusive education, speaking, non-speaking, mixed-methods, disability studies
Citation
Lebenhagen, C. (2021). Exploring the Self-Reported Experiences of Autistic High School Students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.