Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge

By N. Humphrey, W. Symes. 2013

179 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/fec98786329607fcc29198cd160afb524ab5ba1e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Jacqueline Roberts
2. Kate Simpson
3. R. Wood
4. Elizabeth Pellicano

In Education

1. Jacqueline Roberts
2. Kate Simpson
3. R. Wood

In Safety Research

1. Jacqueline Roberts
2. Kate Simpson
3. R. Wood

Citations in the corpus

• Autistic girls and school exclusion: Perspectives of students and their parents (2017, background): “These figures may relate to teachers finding autistic students hardest to include (Humphrey & Symes, 2013), citing anxiety over training, knowledge and provision to successfully facilitate inclusion (Glashan, MacKay, & Grieve, 2004; Witmer & Ferreri, 2014).”
• Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school (2017, background): “…many teachers feel ill-equipped to deal with autistic students’ challenging behaviour (e.g., Westling, 2010) and difficulties regulating their emotions (e.g., Humphrey & Symes, 2013), which can lead to them using reactive rather than proactive approaches (Lindsay, Proulx, Scott, & Thomson, 2014).”
• A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools (2016, background): “According to parents and education professionals, inclusive practice bene fi ted students with autism, their peers and teachers (Humphrey and Symes 2013; Sansosti and Sansosti 2012; Waddington and Reed 2006; Yumak and Akgul 2010).”
• Autism, intense interests and support in school: from wasted efforts to shared understandings (2019, background): “In my study, and notwithstanding some adverse effects which in themselves could be explained by a problematic school environment (Goodall 2018; Humphrey and Lewis 2008; Humphrey and Symes 2011), I found a strong, positive correlation between enabling the autistic children to access their intense int”