This was the tiny task I set myself for my Masters in Autism dissertation. I know! If I could crack this, surely I would become rich beyond my wildest dreams! Still, I thought I should try. Not least so that I would have a foundation for my everyday practice to come from a place of knowledge that could hopefully help others.
Over the next few blog posts, I will share parts of my dissertation. I submitted it in August 2019, in those blissful days pre-pandemic. I was, and am still, proud of my work. Truth be told, I decided to embark on a Masters degree for career progression. Also, not many of my colleagues had an accredited autism specialism, so I guess I wanted something to help set me apart, give me an edge and take away the acute imposter syndrome I felt as a newcomer in my job.
However, what the degree actually gave me was unique insights into the lived experience of members of the autistic community. From starting in a slightly disconnected, observer role, I became immersed in my subject and was able to draw comparisons between my participants and myself. I had something of an epiphany. My somewhat shallow reasons for doing the course were replaced with an emboldened allegiance to autistic children, and beyond that to the wider SEND community.
As I say, I am proud of the work I did, and have wondered since completion how I was going to ‘get it out there’, beyond my everyday practice. I hope you find my upcoming posts interesting. For now, I’ll leave you with my abstract:
Abstract
The 1978 Warnock Report sowed the seeds of inclusive practice in mainstream education. Since then, there has been a developing inclusion agenda. However, inclusion is inconsistent and interpreted in a myriad of ways. Inclusion is challenged by: medicalised, problematised perceptions of autism; a knowledge-based curriculum, and an accountability/standards culture. This leads some schools to exclude autistic children deemed poor social capital. Yet some schools embrace difference, placing inclusion at the heart of practice. In the wake of this inconsistency, the purpose of this research was: to determine if, how, and why inclusion happens in mainstream primary schools; and define inclusive practice. My professional role involves developing inclusion for autistic children in mainstream primary schools. New knowledge informs my practice, improving inclusion for autistic children. The study followed a Grounded Theory approach, examining autism community stakeholder perspectives. Interviews took place in person or by email with 18 participants: children, parents, teachers and support service professionals. One participant was observed. NVIVO software was used to support data analysis. Coded data led to formation of three themes, culminating in theories of inclusive practice:
1) Inclusion is exemplified as a commitment to equal rights while negotiating the preconceptions of medicalised labels;
2) Growth mindset is required to overcome accountability, standards, environments and attitudes barriers to inclusive practice;
3) Educational rights and human rights ideologies develop an inclusive ethos.
This study suggests adopting a rights-based approach to education. This imbues a sense of belonging, value and self-worth, leading to motivation and engagement. This is inherently inclusive. Opportunities for further studies are suggested, providing greater opportunities for comparison, for example: widening the study to encompass primary and secondary phases; examining perspectives from two or more geographical areas; or repeating the study under a different economic/political climate.
That SEND Teacher 