Autism In Schools Research Articles

The perceptions of Autistic school students of their well-being at school: a meta-synthesis

ABSTRACT Students identifying as autistic, whose numbers have grown rapidly in recent years, often encounter a lack of understanding from teachers and peers at school, and face high levels of bullying and interpersonal abuse. Increasing knowledge of autistic students’ own understanding of their wellbeing is important for developing appropriate intervention strategies to support their school experience. In this meta-synthesis, 22 in-depth qualitative studies of 10–14-year-old students’ perspectives on their wellbeing at school were systematically analysed. The 225 students in these studies were mostly male and from resource-rich countries. Three synthesised findings were identified: first, autistic students’ wellbeing is connected to positive relationships at school; second, autistic students’ wellbeing at school centres around their self-identity; and third, the experience of school environments impacts autistic students’ wellbeing. Findings suggest first, that schools need to support the development of positive relationships between autistic students, their peers and teachers; second, that schools need to respond to how autistic students identify themselves and provide support appropriate to that identity; and third, that autistic students’ sensory needs need to be better supported through improved school design. Implications for practice include development of rights-based approaches and privileging autistic students’ own ideas about wellbeing and inclusion at school.

Unveiling Hope-A Beacon for Special Children: Perspective Ali Akber Memorial Autistic School at Thakurgaon District in Bangladesh

This article explores the transformative impact of Ali Akber Memorial Autistic School in Ranisankail, Thakurgaon, Bangladesh, serving as a beacon for the perspectives of special children. Delving into the unique approaches and educational methodologies employed, the narrative unveils hope through tailored interventions and inclusive strategies. Through first-hand accounts and success stories, the article sheds light on how the school fosters a supportive environment, emphasizing the potential and abilities of autistic children. As a tribute to late Member of Parliament of the People’s Republic of Bangladesh after liberation, Ali Akber’s memory, this piece highlights the school’s role in providing education and championing understanding, acceptance, and empowerment for autistic individuals in the community. In essence, “Unveiling Hope” invites us to reflect on the transformative power of education and collective efforts in fostering hope, resilience, and inclusivity for special children. As we envision a more inclusive future, the lessons drawn from the Ali Akber Memorial Autistic School, Ranisankail, Thakurgaon can guide us in creating educational landscapes that celebrate diversity, promote understanding, and ultimately unveil hope for every special child.

Improving the Creativity of Children with Disabilities Based on Local Culture: An Exploration of the “Karya.Ku” Program

The cultural activities based on “Karya.Ku” offer an innovative approach of improving the creativity of children with disabilities to be more positive and inclusive. This study aims to explore the various forms, factors, and implications of cultural activities based on “Karya.Ku” in facilitating self-expression, social interaction, as well as shaping people’s self-perception and views of children with disabilities. Descriptive qualitative methods were used to collect data through observations, interviews, and documentation of cultural activities based on “Karya.Ku” at the Alamanda special school for autism. The study involved principals, teachers, homeroom teachers, and students as informants. The findings of this study reveal that cultural activities based on “Karya.Ku” are significantly effective in enhancing the creativity of children with disabilities. This is achieved through the structured methodologies, the support for an inclusive learning environment, and the synergy between all parties. Furthermore, this study recommends the exploration of the implementation of cultural activities in other communities, with attention to the formation of attitudes.

Prevalence of Visual Impairment in Children with Autism Spectrum Disorder: A Mini Review

The association between Visual Impairment (VI) and Autism Spectrum Disorder (ASD) remains an important research topic among children suffering from developmental delays and disabilities. The objective of this mini review was to evaluate previous literature on prevalence and etiology of visual impairment, frequency of visual impairment and types of refractive errors associated with autism in children. Previous researches on ASD found that the visual impairment is one of the major factors in autistic children. Hence measurement of vision screening in autism disorder is necessary for better explanation of the problem. The etiologies of visual impairment in autistic children were associated with refractive error and strabismus. Identification of refractive error in ASD children and providing them suitable corrective lenses may improve their visual functions and help in their daily activities. With these findings in mind, there is an urgent need to investigate further in this area and developed more detailed research. The findings would help optometrist, ophthalmologist in understanding types of visual impairment in autism school children.

Designing for pupils with the autism spectrum disorder, case study of the Northern School for Autism, Melbourne, Australia

The manuscript presents the case study of The Northern School for Autism in Melbourne (2013), designed by Hede Architects. The building achieved several rewards including first place in the Council of Educational Facility Planners (CEFPI) Regional Award and the CEFPI Educational Facilities Award. It appeared on the list of finalists of the World Architecture News Awards 2013. Specialist Magda Mostafa classified it as one of the most dedicated facilities for people with autism spectrum according to Autism design index ASPECTSS™ rating. Practical autism therapists have been interviewed to carry out the expert survey about the subject building. Responses have been based on photographic material and diagrams attached to the survey. Respondents have been based on so-called sensorisms, i.e. manifestations of discomfort in the receiving and processing of sensory stimuli. This symptom can be recognized in pupils’ behaviour, revealed in unfavourable conditions for people with ASD. The examined group has been also based on their own therapeutic experience during the usage of educational facilities. The survey determined the probable impact of the applied design solutions on the perception of a child on the spectrum. The special method of designing for people with autism is to follow sensory features of different spaces as the main superior design tool. As a consequence, sensor map determines building functional zones. The manuscript describes other specific architectural solutions used in the project to decrease the deleterious impact of external stimuli on the sensory integration of students. Presented survey method reveals, that designing architectural project with sensorial guidelines may have a positive effect on the concentration of attention of students on the autism spectrum. By providing appropriate educational and therapeutic conditions, students might have a chance to function better in the community and be revalidated.

Cognitive and social adaptation in autism spectrum disorder: A prospective cohort study.

During development, children face a number of demands and cognitive, behavioral, and social challenges necessary for growth. Cognitive skills make individuals competent and allow them to interact with their environment. To identify the cognitive skills that promote better social insertion in children with autism spectrum disorder within 12 months. Prospective cohort study. In this study, 21 children aged 3-12 years were assessed, and their mothers were interviewed. Children were enrolled in regular or special autistic schools. Twelve months after the first assessment, the same children participated in the second assessment. In individual interviews, mothers provided data by answering the Vineland Adaptive Behavior Scale. Each child was assessed individually using the fourth edition of the Stanford Binet Intelligence Scale 4th Edition. In the first assessment, the Stanford Binet areas and total scores correlated with the communication domains, daily life abilities, socialization, and total score of the Vineland Scale. After 12 months, a correlation was observed between the Stanford Binet areas and the total and communication domains, daily life abilities, socialization, motor abilities, and total score on the Vineland Scale. Logic mathematics and memory promote better social insertion in children with autism spectrum disorder. General cognitive ability promotes communication.

Web-Based School Information System in Permata Hati Speacial School for Autism Manado

This research aims to design and develop a web-based school information system for Permata Hati Autistic Special School in Manado, North Sulawesi. This information system will be an effective means to convey information about school achievements, school activities, and student creativity to parents/guardians, as well as to provide an introduction to the wider community about children who are categorized as autistic. From this information system, the school will be able to easily provide information related to school achievements, activities, and student creativities to parents/guardians through a website that can be accessed via the internet. In addition, this system will also help schools in explaining to the wider community about the introduction of children who fall into the category of autism through the website provided. This research will limit the design of information systems to the education process of autistic children and school activities carried out at the Permata Hati Special Autistic School in Manado.

The impact of ASPECTSS-based design intervention in autism school design: a case study

PurposeThe objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.Design/methodology/approachConcepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.FindingsThe results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.Research limitations/implicationsThis study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.Practical implicationsThese findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.Social implicationsSimilar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.Originality/valueThere is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.

Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff

AbstractAutistic individuals can have poor outcomes from school, including high rates of unemployment. Despite a growing focus on the work experiences of autistic people, and various approaches to remediate the difficulties they undergo, the school sector remains largely unexplored, as are the insights available from former autistic employees. In a discourse analysis of 12 former autistic school staff previously in a range of roles in the UK, the multiple and intersecting issues they experienced are analysed. These reveal different forms of marginalisation, disempowerment, invisibility and exclusion at play, including in relation to being autistic, before the final departure. However, participant discourses also demonstrate important autistic aptitudes of particular benefit to pupils at risk of marginalisation themselves, and provide insights into how autistic staff—including visiting professionals—can be better supported in the school sector in the future. Such steps could provide significant benefits for the education field generally, especially in relation to the inclusion of autistic and otherwise neurodivergent pupils.

Comparing the Effectiveness of Sensory Integration Exercises on Stereotyped Behaviors With and Without Robot in Boys With Autism Spectrum Disorder

Background and Aims Autism spectrum disorder in children manifests as qualitative degradation in communication and developing stereotyped patterns in behavior and interests. Some researchers believe that the reason for creating stereotyped patterns in children’s behaviors is some sensory impairment in response to sensory stimuli. Children with autism spectrum can use endorsed and predictable systems such as computers. Robots may be used as friends or assistant therapists to teach various social and cognitive skills. The present study aimed to compare the effectiveness of sensory integration exercises on stereotyped behaviors with and without robots in boys with autism spectrum disorder. Methods This research method was quasi-experimental with a pretest-posttest and follow-up design with a control group. The statistical population comprised all boys aged 7-9 years studying in Tehran boys’ autism schools (the academic year 2018-2019). Of whom, 45 children with autism were selected by convenience sampling and randomly assigned to two experimental groups (sensory integration exercises with and without robots) and one control group. Data were collected using the stereotyped behaviors section of the second edition of the Gilliam Autism Diagnosis Test (1994) in the pretest, posttest, and a 2-month follow-up. Both experimental groups used the 15-session sensory integration method, but one group also worked with the robot for 15 sessions. The control group received no intervention. The obtained data were analyzed using repeated measures analysis of variance and the Bonferroni post hoc test with SPSS 22 software at a significance level of 0.05. Results The results showed that the changes in stereotyped behavioral disorders were different in the three groups. The study of significant effects showed that in the experimental situation, the mean scores of the sensory integration exercises using the robot decreased more than those without the robot and the control group (P<0.05). Conclusion Findings show that combining sensory integration therapy and robot therapy improves the stereotypical behaviors of children with the autism spectrum more than sensory integration therapy alone.

The Effectiveness of Puppet Play Therapy On Increasing Communication Skills Through Social Stories for Children with Autism in Rasht

Purpose: Autism is a neuro-developmental disorder that appears in the first three years of life and its main characteristic is a defect in communication and social interactions. Autism affects people's understanding of the world and their interactions with people. Communication skills are one of the most important issues for patients with this disorder, which itself requires therapeutic intervention. The purpose of this research is to determine the effectiveness of puppet play therapy on increasing communication skills through social stories for children with autism in Rasht. Methodology: The current research is practical in terms of its purpose and semi-experimental in terms of data collection. The statistical population of the present study is children from autism schools in Rasht, all of whom were diagnosed with autism by a psychiatrist. A certain number of them were selected as the study sample. 15 of them were randomly selected for the experimental and control groups. Communication skills questionnaires were administered simultaneously for both groups. Then, 16 sessions of training program were implemented in a 45-minute class period for the experimental group, and the control group did not receive any training. Then the mentioned questionnaire was implemented again for the both groups. Multivariate covariance analysis was used to analyze the research findings and test the research hypotheses.   Findings: The obtained results show that according to the evaluation of parents' and teachers' opinions regarding the comparison of the communication skills scores of these children, the level of communication skills scores is much higher than the control group, which means that the mentioned training course was effective. According the findings, it can be said that the puppet play therapy is effective and useful in increasing the communication skills of autistic children with the help of social stories. It is also effective in improving cooperation, assertiveness and self-control, so this approach can be used to support the communication skills of autistic children. Originality/Value: This study was conducted in order to investigate the effect of puppet play therapy on increasing the communication skills of children with autism, through the use of social stories in autism schools of Rasht city, and the results indicate the improvement of their communication skills and the acceptable effectiveness of this method.

Frequency of visual impairment in autistic children of autism school of Lahore, Pakistan

Autism is a condition in which abnormal development of the brain takes place, manifesting in the first 3 years of life. Visual impairment is one of the major factors of autism spectrum disorder (ASD), and measurement of visual impairment is necessary for proper management of the disorder. The purpose of this study is to determine the frequency of visual impairment associated with ASD in Lahore Pakistan. A descriptive cross-sectional study was conducted. A convenient and purposive sample of 127 students enrolled in various autism schools of Lahore was enrolled. Written informed consent of teacher’s autistic children was taken. Children having diseases like cerebral palsy, other developmental disorders, and/or serious cognitive disability were excluded from this study. Participant’s undergone ocular assessment including visual acuity, ocular motility examination, refraction, and fundoscopy. Data analysis was performed using SPSS-20 and Pearson’s chi-square analysis was conducted to determine the associations of refractive error and squint with ASD. A total of 127 participants were included in this study, of which 77 (60.6%) were male and 50 (39.4%) were female. More than 60% were emmetropes (having no refractive errors), 19 (15%) were having myopes, 15 (11.8%) were hypermetropic, and 9 (7.1%) were Astigmatic, while 20 were diagnosed with a squint. The major cause of visual impairment in autistic children was refractive errors 33.8% and squint 15.7%. A high frequency of visual impairment was present in autistic children in Lahore autistic schools. As vision is a basic right so we have to pay attention also toward autistic children, in that way every child should have screened for factors that are responsible for visual impairments, Identifying refractive errors in these children early and providing appropriate corrective lenses may help optimize their visual functioning and impact their activities of daily life positively.

Co-designing a social robot in a special educational needs school

Abstract Social robots have the potential to support autistic school children with their wellbeing. This research reveals how a co-design approach with autistic children and their teachers was undertaken. Focus groups with autistic children and teachers collaboratively identified user requirements for the social robot and robot behaviours within the school ecosystem in order to improve student wellbeing. The results reveal the importance of including autistic children in the co-design process to ensure their voices are heard and also that the role of the robot is appropriate and targeted to the users’ needs and requirements. Autistic children and their teachers report multiple potential benefits for social robots supporting emotional wellbeing in the school. Autistic children were supportive of the introduction of a social robot in their school, mostly expressing positive attitudes towards the robot. The research is significant in revealing how a user-centred co-design approach involving autistic children and social robots may support emotional wellbeing.

Food preferences and eating behavior among children with autism spectrum disorder: A causal-comparative study in Lahore

This study aims to compare the eating behaviors, food preferences, and body mass index of children with and without Autism residing in Lahore, Pakistan. The study participants were aged 5-12 years, and were divided into two groups: 60 children with Autism spectrum disorder (ASD), and 120 typically developing (TD) school children. The sample was drawn from three Autism schools and three private schools through the purposive sampling technique. Data regarding the participants’ basic personal history, food preferences, and eating behavior were obtained from their parents using a self- administered structured questionnaire. BMI for age percentiles of the children was obtained from standard charts, based on their height and weight measurements. Among participants with Autism, 46.7% were obese, compared to 23.3% of the participants without Autism. Children with Autism exhibited a significantly greater degree of limited variety (U= 2797.000, p= 0.009) and food refusal (U= 1586.000, p= 0.000) as compared to children without Autism. Greater preference for food in the vegetable group was related to a higher BMI for the age percentile, for children with Autism (r = 0.327, p = 0.011). A p-value < 0.05 was considered to be statistically significant. Children with Autism exhibited selective eating and food refusal to a greater degree than children without Autism.

“I often have to explain to school staff what she needs”. School experiences of non-autistic siblings growing up with an autistic brother or sister

BackgroundRecent autism research has evidenced a shift from psychological outcomes to contextualised approaches to understanding the varying needs of non autistic siblings of autistic children across different systems. Yet, there is limited research exploring the lived experiences of siblings in their school context. MethodsFirst, a group of school aged sibling advisors worked with the first author to codesign research aims, methods and dissemination practices around the topic of the school experiences of siblings who grow up with an autistic brother or sister in the UK. Then, 28 school-aged siblings of autistic children completed adapted photo-elicitation interviews, to discuss their school experiences. A background questionnaire was also administered to their parents and carers. ResultsThematic analysis was employed. The master themes included: (i) Impact of home experiences in schoolwork, including limited personal time and sleep disruptions (ii) Siblings’ school interactions impact on overall school experience, including a wide range of both typical and difficult experiences such as school day disruptions, (iii) Varied perceived levels of support and understanding, including emotional and/or educational support by family members and a sense of connectedness with peers and teachers who are autistic themselves or connected to someone with a diagnosis of autism. ImplicationsThe results underline the ways home experiences can have an impact on school life of siblings, the positive contribution of the autistic school staff and/or staff who have an autistic family member and the need for an organisational culture of inclusivity and widespread acceptance and awareness around issues of neurodiversity. Our findings suggest several implications for school psychologists in core functions of the educational psychologists’ role including training, consultation, assessment, and whole school support. Data availability statementThe datasets generated for this study are not readily available because they include sensitive data (photos of siblings’ houses, family members, personal objects, and school timetables). Requests to access the datasets should be directed to corresponding author.

Learning from autistic teachers: lessons about change in an era of COVID-19

ABSTRACT The Covid-19 pandemic resulted in major upheavals in the school education sector, particularly during periods of “lockdown” and remote working. While the impact of these changes on pupils, parents and school staff, both nationally and internationally, has been well-documented, there has been scant consideration of the effects on disabled educators. In addition, the mixed nature of the existing research findings in the special education context – revealing positives, as well as negatives from Covid-related adjustments – suggests the need to learn broader lessons from the impact of these measures. In this article, we report on findings from in-depth, semi-structured interviews with 21 autistic school staff working in a range of roles in schools in the UK. Using thematic analysis, participants’ experiences of lockdown were analysed. Importantly, these were also compared with participants’ experiences outside of the pandemic. The resulting five themes – sensory issues and the working environment; communication and social barriers and freedoms; stresses and strengths associated with technology; navigating home/school boundaries; and modalities of change – revealed some of the significant difficulties autistic school staff typically experience in their work, as well as the factors that intersect with these. Although periods of Covid-related measures created additional stresses for participants, they also provided a respite from the usual pressures, and indeed enabled their strengths – including an ability to manage change – to be more manifest. Valuable insights, which could benefit autistic school staff, pupils with special educational needs and disabilities, and the whole school community in the UK and beyond, are discussed.

Exploring antecedents and outcomes of restricted and repetitive behaviours in autistic children: A thematic analysis of teacher interviews

BackgroundRestricted and repetitive behaviours (RRBs) are a core diagnostic feature in autism, but have received less research compared to other diagnostic areas. Qualitative research with autistic adults has reported both positive and problematic aspects of RRBs, but little qualitative research has been reported to date about the nature and outcomes of RRBs in autistic children. The present study recruited teachers in SEN schools because children have limited ability to self-reflect and report about the functions and outcomes of their behaviours. MethodsThe current study recruited 11 Special Educational Needs (SEN) teachers based in specialist autism schools who were interviewed about the various RRBs and their observed antecedents and outcomes for autistic children in their schools. ResultsThematic analysis revealed two main themes about RRBs in autistic children, one view as positive and one as negative. The positive theme included subthemes of RRBs as enjoyable experiences, self-regulation, and a form of expression. The negative theme included subthemes of being potentially unsafe, disrupting learning, and having a compulsive nature. ConclusionsSEN teachers in the present study observed both positive and negative outcomes of RRBs by autistic children, consistent with reports by autistic adults about their RRBs. The views about positive outcomes challenges previous assumptions that RRBs in autistic children are inherently detrimental and always need to be reduced or eliminated. Instead, the risks of specific RRBs should be considered against their benefits for individual autistic children to differentiate RRBs that serve a positive functional purpose versus those that may be harmful.

A comparison of the content and nature of worries of autistic and neurotypical young people as they transition from school.

Autistic young people experience higher levels of anxiety than neurotypical young people. Having worries is part of feeling anxious. This makes it surprising that very little research has looked at the kind of worries autistic young people have. Leaving school, in particular, can be a worrying time for young people. Twenty-two autistic young people and 22 neurotypical young people who were at mainstream secondary schools agreed to take part in the study. They were between 16 and 18 years of age. They were asked to sort through a series of pictures, showing the different types of worries that young people might experience. They were then asked to pick out their four main worries and say how much they thought about each worry and how upset the worry made them. They also completed a questionnaire about their level of anxiety. There were similarities and differences between the autistic and neurotypical young people's worries. Both groups worried about failing and how they might get on in further education. The autistic young people were more worried about change and friendships. Work and money were particular concerns for the neurotypical young people. The autistic young people said that they found their worries more upsetting than the neurotypical young people. Having a better understanding of autistic young people's worries at important points in their lives might mean that more timely help and support can be given to them. Simply knowing what to ask young autistic school leavers about may help them to express unspoken concerns.

The Role of Sensory Gardens in Autistic Children

The purpose of this study is to examine the impact of therapeutic or sensory gardens in the behavioral and learning aspects of children with autistic disabilities. To understand the same, a total of 30 students between the age group of 4 to 10 were examined from an autism school in Tirunelveli, Tamilnadu. The study was conducted through observational analysis and structured interviews with doctors, caregivers, and teachers of the school. The result shows that sensory gardens have a considerable impact on autistic children as it helps them in improving their communication skills and positive behavioral changes. The study also shows that the sensory gardens enhance the learning focus in autistic children and the guidelines based on the same have been formulated.

The Effectiveness of Psychoeducation to Improve the Well-being of Parents Having Children with Autism During the Pandemic

This study aimed to determine the role of group-based parenting support training with the psychoeducational method in improving the well-being of parents having children with autism spectrum disorders (ASD) during the pandemic. The participants were 10 parents divided into the psychoeducational group and 12 parents in the control group in one State Special School for Autism in Medan. The instrument used a scale based on seven aspects of subjective well-being, as expressed by White (2010). Furthermore, data analysis was carried out using an independent sample t-test. The results showed that there was no difference in the well-being score between the psychoeducational and control group (F (1,20) = 0.445, t = -0.446, p > 0.05). Meanwhile, the control group had higher well-being score in the post-test (n = 12, M = 103.17, SD = 16.596) than the psychoeducational group (n = 10, M = 100.20, SD = 14.148).