The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis

BACKGROUND

With growing numbers of bilingual children on the autism spectrum in UK classrooms, the interaction between autism and bilingualism is becoming a pressing issue for practitioners, researchers and families. In this study, we report the school experiences of bilingual, autistic children in the UK through their own voice with focus on five aspects of their school life.

METHOD

Using interpretative phenomenological analysis (IPA) as a methodological framework, semi-structured, computer-assisted interviews were conducted with 11 children aged 7 to 14 from across England and Wales. Interviews were carried out in English and took place in mainstream schools or the children's home, depending on their preference.

RESULTS

Results indicate that, while children's school experiences vary widely, there were commonalities in this population's identity formation, including being bilingual, and their classroom experiences. Most notably, children educated in more multilingual environments (i.e. in schools with larger multilingual populations) expressed more positive views about multilingualism than those in more monolingual settings. In line with previous studies, limited social circles and classroom anxiety were present in participants' school experiences.

IMPLICATIONS

The findings of this paper suggest that giving autistic children from bilingual backgrounds opportunities to explore their linguistic identities in the classroom may enhance their experiences of school. Further research should focus on parents' and practitioners' attitudes and perspectives towards the support available for this population.

Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities

This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to adolescents in the "business-as-usual" control group (n = 48), students receiving peer networks gained significantly more new social contacts and friendships. Although many peer relationships maintained one and two semesters later, their spill over beyond the school day was limited. Students and staff affirmed the social validity of the interventions. We offer recommendations for research and practice aimed at improving the implementation and impact of peer network interventions in secondary schools.

Peer Interactions and Sociometric Status of High School Students with Moderate or Severe Disabilities in General Education Classrooms

We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an “average” group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as “popular” among their peers, the majority of the participating students with disabilities obtained “average” social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments.

Parents' Facilitation of Friendships between Their Children with a Disability and Friends without a Disability

This article is concerned with parental facilitation of friendships between children with a disability and peers without a disability. Previous research on typical children has pointed out that parent facilitation has enabled them to establish a more active social life. We use Schaffner and Buswell's facilitation framework (i.e., finding opportunities, making interpretations, and making accommodations) to organize the grounded strategies used by four Hispanic families, all of whom have a son or daughter with a disability who is experiencing a successful friendship with a peer without a disability. Data collection involved 13 semistructured group and individual interviews, with 31 respondents, including parents, children/youth with and without disabilities, teachers, and other family members. Evidence from these interviews shows that the selected families, particularly mothers, have actively facilitated friendships most frequently by finding opportunities (which always involved some level of interpretation and accommodation). They also generally facilitated friendships by exposing their children to a wide range of potential friends, rather than prioritizing a relationship with a specific person. Of the parents of children without a disability, two mothers, who were also service providers for the individuals with disabilities, specifically facilitated a friendship between the individual and their own son or daughter. The discussion highlights key issues for future research.

Promoting Interactive Partnerships in Inclusive Educational Settings

An analysis was conducted of the effectiveness of a multicomponent intervention designed to increase the social inclusion of three elementary-aged students with disabilities who were full-time members of general education classrooms. The intervention package included: (a) provision of information to classmates about the communication system and adapted curriculum and materials of the student with disabilities during natural opportunities, and regularly scheduled class meetings; (b) identification and utilization of various media (including “conversation books”) that could serve as the basis for interactive exchanges between the focus students and others; and (c) facilitation by educational staff of social exchanges between students and their classmates through the establishment of “partner systems,” arrangement of interactive activities across the day, and prompting and interpreting communicative exchanges when necessary. All aspects of the intervention, with the exception of the weekly class meetings, were implemented by educational staff including the general education teachers, inclusion support teachers, and instructional assistants. Analyses of the interaction patterns between the focus students and others suggsted that implementation of the social support package facilitated increased exchanges with peers that were more “balanced,” with the focus students more often initiating the interactions and providing information, rather than receiving communication or assistance. In addition comparisons of the interactions between the focus students and their peers with those of selected classmates revealed closer approximations to typical student-student exchanges during the intervention versus baseline condition. Finally, the social validity of changes in interaction patterns between the focus students and their classmates was evaluated.

Supporting High School Students to Engage in Recreational Activities with Peers

The authors investigated the effects of an intervention package to support five high school students with extensive support-needs to initiate and engage in recreational activities with general-education peers in their physical education classes. The intervention components were (a) assessing participants’ recreational activity goals, (b) teaching self-prompting using a picture book, (c) programming common stimuli, and (d) asking participants to assess daily performance and evaluate daily goal achievement. The intervention was associated with increases in participants’ initiation of and engagement in recreational activities with general-education peers, as well as increases in ratings of quality of interaction. In addition, participants typically assessed with accuracy their performance of recreational activities and whether they had achieved their recreational goals. Findings are discussed with respect to future research and practice.

The Efficiency of Integrated and Segregated Physical Education Classes For Secondary School Students with Physical and Mental Disabilities and Poor Fitness

Purpose. The aim of our investigation was to establish the efficiency of the integrated physical education classes for schoolchildren with minor deviations in health. Methods. Sociological (questionnaire), biomedical, pedagogical (testing), psycho-diagnostic, and mathematical statistics. Pupils (N = 1417) of secondary school (both sexes, 5

Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms

Successful inclusion of students with autism spectrum disorder (ASD) in general education classrooms can be challenging and may require additional supports. This article provides information on recent trends in autism intervention research and a review of research that has addressed individualized and systemic interventions for promoting inclusion. Response to intervention and schoolwide positive behavior support are reviewed as organizational/ systems strategies relevant to preventing problems and improving social and academic outcomes for students with ASD. Additional individualized strategies that can be implemented within these models are described. A discussion of future research directions is provided.

An application of the theory of planned behavior to examine the impact of classroom inclusion on elementary school students

Classroom inclusion serves as the most discussed service delivery model in the debate over the most appropriate way to provide education for students with disabilities. Integrating students with disabilities with nondisabled peers may increase attitudes of acceptance, but the literature also indicates that placement alone does not yield an increase in interaction between these two groups of peers (Brinker & Thorpe, 1986; Fryexe & Kennedy, 1995; Kennedy, Shulka, & Fryxell, 1997). This study investigated the impact of classroom inclusion on nondisabled students. Using survey research methods and guided by the Theory of Planned Behavior (Aizen, I. [1985]. From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman [Eds.], Action-control: From cognition to behavior [pp. 11-39]. Heidelberg: Springer), 593 responses were obtained from a convenience sample of 936 third, fourth, and fifth grade students and their parents from 52 classrooms spread across six different schools. Survey results were also collected from these students' parents and their teachers and used to add a richer depth to the data analysis. Implications for policy and practice are drawn. Limitations and recommendations for future research are also indicated.

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

A Social Stories intervention package for students with autism in inclusive classroom settings

A Social Stories intervention package was used to teach 2 students with autism to read Social Stories, answer comprehension questions, and engage in role plays. Appropriate social behaviors increased and inappropriate behaviors decreased for both participants, and the effects were maintained for up to 10 months. This intervention package appears to be useful in inclusive classroom environments and does not require intensive supervision of the child's behavior.

Social relationships and friendships of children with developmental disabilities: implications for inclusive settings. A systematic review

BACKGROUND

The engagement of children with developmental disabilities (DD) in social relationships with typically developing peers has become increasingly important as inclusive practices have become more the norm than the exception. This paper provides an overview of the research on social relationships between these two groups.

METHOD

Studies were included if they provided a naturalistic examination of the relationships between children with DD (from the age of 3 years to school exit) and peers they have met in school or in age-appropriate educational settings.

RESULTS

A total of 36 studies are reviewed, providing a framework for analysis of the relevant research, with a particular focus on implications for inclusive settings. Three specific areas are addressed: (a) features of social relationships; (b) types of social relationships and roles assumed by the individuals involved; and (c) the existence and nature of friendship within these relationships.

CONCLUSION

Research on relationships between children with DD and their peers in inclusive settings is patchy, limited in context, and non-linear in its development. Directions for future research are discussed, together with a range of methodological issues that should be considered.

Including children with autism in general education classrooms. A review of effective strategies

Children with autism can benefit from participation in inclusive classroom environments, and many experts assert that inclusion is a civil right and is responsible for nurturing appropriate social development. However, most children with autism require specialized supports to experience success in these educational contexts. This article provides a review of the empirical research that has addressed procedures for promoting successful inclusion of students with autism. Strategies reviewed include antecedent manipulations, delayed contingencies, self-management, peer-mediated interventions, and other approaches that have been demonstrated in the literature to be useful. The article concludes with a discussion of future research needs.

Social interaction interventions for youth with severe disabilities should emphasize interdependence

An emphasis on independence may be limiting the outcomes achieved by social interaction research. Given the lack of correlation between intellectual or adaptive functioning level and meaningful social outcomes for people with severe disabilities, a focus on increasing skills as a mechanism for increasing social outcomes seems misplaced (or, at least, inefficient). It is argued here that a more productive route for researchers to follow will be to emphasize interdependence. Implications of such a focus will change where interventions are implemented, curricular foci, and the types of instructional strategies used to improve the social life of youth with severe disabilities. MRDD Research Reviews 7:122-127, 2001.