Included or excluded? : the challenge of the mainstream for some SEN children

By R. Cigman. 2006

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Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study (2010, background): “Finally, the preference for routine, predictability and low sensory stimulation expressed by pupils with ASD is at odds with the noisy, bustling and often chaotic environment of mainstream schools––particularly at secondary level (Moore, 2007; Wing, 2007).”
Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, background): “1990; Coleman and Minnett 1992). However, this finding emerged in studies where there was independent evidence of reduced acceptance by peers – a trend which led Nowicki (2003) to conclude that an appreciable proportion of pupils with SEN often do not have accurate perceptions of social acceptance. ”
‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people (2018, background): “The unpredictable and intensely social nature of education, alongside sensory aspects of the school environment, can be overwhelming (McGregor & Campbell, 2001; Sproston, Sedgewick, & Crane, 2017; Wing, 2007).”
Inclusive/exclusive? Contradictory perspectives on autism and inclusion: the case for an integrative position (2011, background): “As Wing (2007, 33) proposes, ‘their day-to-day experiences, rather than our ideology, should be our guide’.”