I’m continuing to work on my blog each day, and can today bring you the final part of my research discussion.
As before, I won’t include a list of references. This can be found in my literature review post.
Schools implementing inclusive practice
Participant perception was that inclusion involved adaptation of the curriculum according to individual need:
Inclusion is not expecting the child to adapt to the class or the curriculum but how teaching can be adapted to the needs of the individual child…(Emma).
Individual need was deemed essential because each child is unique (Kyriacou, 2014; Beardon in conversation, in Severs, 2018):
Every child is different…no…autistic children are the same, therefore teaching and inclusion strategies need to be specific for that child and their needs (Esther).
Acknowledging children’s individuality as a basis for provision was crucial to many. One participant asked: “what can you provide for my child? Obviously they all have different needs” (Anne). Another participant suggests:
…making small adjustments to my classroom practice to support and help all children achieve their goals…so…each child feels valued and…can achieve (Brigitte).
Knowingly or not, participants see inclusive practice as essential in advancing children’s educational and human rights. This is through advocating adaptations according to the needs of individuals, to ensure equal access to educational entitlement. Inevitably, some participant language has elements of the medicalised view of autism (Hodge, in Runswick-Cole, Mallett & Timimi, 2016), due to necessity of abiding by legalities of the Code of Practice and the permeation of such language in, for instance, diagnosis (Runswick-Cole & Hodge, 2009). Adaptations to school environments were described as such an adjustment:
…inclusion for ASD children requires adaptation of the environment…There may need to be organisational adaptations…a quiet area for a pupil to work or have ‘downtime’ in (Dan).
A quiet space was the overriding environmental adaptation participants mentioned:
…their own un-invaded space, away from any stimulus or clutter, but where they are comfortable…(Emma).
Participants linked environmental adaptations most often with sensory needs of autistic children, including audio and tactile response:
…environmental linked to lights and noise. Schools could be more lenient with uniform policies to support children who get distressed by particular fabrics e.g. wear jogging bottoms instead (Beth).
Whatever is right for that child…maybe ear defenders for noisy environments, sensory room…do a sensory audit first to ascertain their requirements…changes can benefit all children…(Esther).
When schools address adaptation of environments, as part of re-framing attitudes, this impacts positively on autistic children’s sense of belonging, achievement, social and cultural development (Riley, 2019; Allen & Boyle, 2016).
Additional adult resources as inclusive were suggested. This was perceived as enabling in various ways: “to enable access or give encouragement” (Alice); “building their relationships so…they know the children really well” (Gina); and to encourage independence: “I’m doing work on our own” (Ben). One participant reported:
…he has…a set one-to-one. But the good thing is they do not just work with [name]. So they include the whole class of how things work if that makes sense. One-to-one will be around everyone…(Barbara).
Other resources included the use of iPads (Andy; Ben), rubber gloves for messy activities and coloured overlays for literacy (Emma), and Numicon for maths (Gina).
Socialisation was seen as a key inclusive principle. Belonging was stated or implied:
…feel part of their class and…interact socially with children…building a relationship with…peers and adults (Gina).
…social benefits for the child as they can learn to interact…and play with others…It helps to build and maintain friendships (Brigitte).
…he’ll like to be close to others because he likes people to be there (Barbara).
…increases…social relationships and the network so it helps them to form friendships…they’ve got a sense of belonging (Anne).
Socialisation had other inclusive benefits: “…[other children] are help like teachers too. But they are smaller than teachers” (Ben). Other benefits include the development of language and social skills:
...gives them social and behavioural skills…so they like copy and model things. What they see (Anne).
…the opportunity to interact with…peers…turn-taking, sharing, asking for help, shared experiences…By taking part…alongside others, children with autism are learning social skills and language that may prepare them for the real world (Alice).
Paired work opportunities through position game; good interaction and modelling of language with his peer (Carl Observation).
Importantly, inclusive practice for all children ensures peer relationships are strengthened. Children are presented with what an inclusive society should look like (Kemp, Kishida, Carter & Sweller, 2013). Schools become environments in which respect is fostered and children’s rights are advanced. Participants presented overwhelmingly as brave enough, in the face of budget cuts and political pressure (Macartney & Morton, 2013), to reject the simple option of discrete exclusion (Tirraoro, 2019) and instead prioritise a rights-based approach to inclusion (Runswick-Cole & Hodge, 2009).
Social interactions caused participants to consider ways they enabled communication. Peers as inclusive communication models was heralded:
…it gives them…opportunities [with] different people to communicate with, to build up…confidence (Gina).
Various communication forms were suggested: “…use whatever method they prefer, verbal or non-verbal” (Beth); “use of Makaton, symbols…and PECS” (Alice) and:
…the language you use or the body language or…Makaton signs…make it more accessible…(Fiona).
…visual supports such as the embedding of signs and symbols…or the use of Makaton to support language (Dan).
Implied is an expectation various approaches to communication are explored to enable participation and a ‘voice’. This is necessary so they can engage with others and processes. Participant awareness of this is suggested.
Additional to PECS and Makaton, other specific interventions were reported as “important to teach specific skills” (Beth). This is:
…to ensure they are able to access all lessons and activities by putting strategies in place…For example; visual timetable, social stories, talking mats, comic strip conversations (Beth).
Interventions were not the overriding inclusive approach. Belonging, interactions with peers and expectation presented as hierarchically more important, evidenced from interview coverage.
Differentiation, teaching style, ethos and routines also received substantial coverage. Child participants felt teachers provided adequately challenging work: “Because they’re teachers and they’re able to do it” (Ben). Differentiation to enable access was perceived as:
…changes to the curriculum, resources, learning outcomes etc. which allow pupils to be meaningfully engaged in a lesson. For example…the ‘adjustment’ of asking the autistic child who cannot talk in front of his peers but has found out lots of key information and could make a power-point…is a valid way of demonstrating the skill (Chloe).
Teachers welcome opportunities to reflect and adapt provision. This echoes aforementioned consideration of individual needs:
It…challenges teachers to think more carefully about their lessons and the way in which they are delivering [them] so…all learners can achieve their potential (Brigitte).
Adaptive and reflective practice develops an inclusive ethos: “With the right considerations and a can-do attitude from everyone it works” (Dan). Development of this ethos leads to a rights-based approach: “…we have a responsibility to adapt…teaching styles [and] schools to support…children” (Cathy). This becomes instinctive:
There’s a little thought that goes into it, but actually day-to-day practice is not moving the earth, but those little adjustments will make it easy (Gina).
One participant stated: “reasonable adjustments…can be reasonably provided by a school within their budget” (Alan). While specific interventions inevitably require funding, inclusive ethos and attitudes cost nothing.
When schools adopt a ‘can-do’ ethos (Dweck, 2008; Crowne & McDonald, 2018) and invest in developing an understanding of children, they determine effective and engaging learning opportunities (Kemp, Kishida, Carter & Sweller, 2013; Dearden, Emerson, Lewis & Papp, 2016). Participants shared a variety of approaches they deemed to facilitate this: differentiation, environmental/sensory adaptations, developing independence, resources used in lessons, routines and specific interventions. However, teaching style and ethos were, either implicitly or explicitly, the most important means of inclusion (Gedge, 2016).
Through this ethos, participants can support all children more effectively. This is due to teachers (particularly) pro-actively developing skills to respond to needs (Gedge, 2016).
Mutual benefits for all children
The benefits of such an inclusive ethos extend to all: “Other pupils…benefit from…resources and strategies…used to adapt learning” (Brigitte). This enables:
School stakeholders…[to] see the benefits of creating an inclusive environment which will develop for children with other additional needs…(Beth).
Arguably the greatest benefit is:
…seeing true inclusive practice and what a positive impact it can have on all involved (Faye).
Stakeholder involvement and cooperation
Participants believed cooperation between autism community stakeholders was inclusive practice. Of pupil voice, Dan stated:
…pupils…can provide valuable insight into their experiences and where they feel…education should be moving. Even…ASD pupils with the most limited capacity to communicate and understand can be observed, preferably by a number of professionals and their parents, to understand how they feel and…are engaging…(Dan).
Of parent/carer voice, this participant believed:
It is vitally important…parents and carers are able to articulate their views and be involved in the education of their child. They know their child best and are a valuable source of information (Dan).
Parent/carer insight is invaluable and comparable to professional input (Gillan, 2017). While most participants agreed this input is essential, sometimes it is deemed more important:
I think professionals spend too much time talking to other professionals. Talk to the family, the child…listen to what they say…(Esther).
Responses suggested there should be: “Regular meetings…including all stakeholders, parents and the child” (Donna). All stakeholder views are deemed valuable, echoing legal, ethical and moral ideologies. Teachers, on the ‘coal face’ of provision, find:
Building positive relationships with…professionals and child’s parents may help staff feel more open and confident in being inclusive (Brigitte).
Creating a climate of equality increases belonging (Allen & Boyle, 2016). Schools are perfectly placed microcosms wherein autistic children can simultaneously be themselves and exist as part of a welcoming community (Riley, 2019). Seemingly, participants are actively responding to the needs of all children, and a sense of confidence and value is fostered (Riley, 2017). Investing time to develop purposeful relationships ensures schools are more effectively positioned to understand what adaptations can be made to best enable children (Kyriacou, 2014).
Community; Beyond the school environment
School is a microcosm of society. Participants believed it was necessary to instill acceptance and understanding of difference as a societal duty:
I’m…a firm advocate of inclusion as it is a reflection of every day society and children without needs need to develop their understanding and empathy (Donna).
Anne believed inclusion in mainstream schools: “helps the child to integrate into society…children learn from each other” (Anne).
Preparation for life beyond primary school was a key inclusive principle: “to…integrate them within a wider community…like senior school” (Gina). One participant stated:
…the benefits are not only educational but personal, hopefully giving them skills for life such as interaction and communication (Beth).
Statistically, autistic adults’ life experiences are negatively impacted. However, in contrast, participants believed inclusive practice at primary school: “prepares…pupils…for life after school, work, social relationships etc.” (Chloe). Accordance is made with the UN Convention on the Rights of the Child (1989) and UN Convention on the Rights of Persons with Disabilities (2008). One participant simply stated: “[Autistic children] have a right to the same future as the rest of the children” (Cathy). Autistic children have the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community (Article 23, UNCRC, 1989). Autistic children have the same rights as neurotypical children and are treated equally with others (Article 7, Convention on the Rights of Persons with Disabilities (CRPD), 2008).
Participants aspired to ensure full participation and equality (Glazzard, 2011). By advocating a rights-based approach to education (Runswick-Cole & Hodge, 2009), participants are advancing the quality of education and societal development (Cirrincione, 2016).
That SEND Teacher 