Autistic students speak about their experience with their one-to-one teaching assistants in general high schools

Abstract

ABSTRACT The number of autistic students in general schools has increased substantially. Traditionally, ‘one-to-one teaching assistants’ (TAs) support them academically and socially. Little is known about the impact of the TA from autistic students’ points of view. This qualitative study aimed to understand the perceptions of autistic high school graduates regarding their experiences with their TA. Fourteen autistic young adults (ages 19–27) who had graduated from general high schools in which a TA had accompanied them were individually interviewed. The thematic analysis showed a complex response. The strongest negative responses reflected unsuitable educational support, unnecessary dependencies, and disrupted social interactions with classmates. It seems that personal TAs can hinder the student’s learning and social interactions. Therefore, it is essential to hear autistic students’ suggestions about what can improve their inclusion experience in general high school and ensure that the students are both aware of and involved in the support options available to them.