High functioning autism spectrum disorder: a challenge to secondary school educators and the students with the condition

Hay, Ian and Winn, Stephen (2012) High functioning autism spectrum disorder: a challenge to secondary school educators and the students with the condition. In: 42nd Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE 2012): Regional and Global Cooperation in Educational Research, 2-6 Dec 2012, Sydney, Australia.

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Across the Australian schooling sector, students with High Functioning Autism Spectrum Disorder (HFASD) can represent a challenge to educators and the nature of that challenge is the focus of this study. The setting for this research is secondary education with the teachers and the students supported through additional services based within an integrated special education service model. In this study students were identified as HFASD if they had a diagnosis of ASD given by an independent medical officer and the students were functioning in the regular classroom and achieving at, or near, grade level on classroom based or standardised tests of achievement. This study investigated the educational issues associated with students with HFASD using both teacher (N = 81) and students with HFASD (N=32) surveys. These surveys were developed after extensive focus group activities with the teachers and the students
identified with ASD, and were framed in the language provided by the participants. The teacher survey contained 27 items and the student survey contained 34 items. Both
instruments used a 5 point Likert scale. The two main concepts in the mainstream teachers' responses were: (i) the less predictable and at times inflexible social behaviour of the students; and (ii) the level of additional in-class attention required to effectively teach the students in a group context. The two main concepts from the students with HFASD responses were: (i) the students' desire for social relationships and friendships; and (ii) their concerns about their learning environments. The educational implications of these findings are discussed in relation to theory and practice.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright 2012 AARE. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Faculty/School / Institute/Centre: Historic - Learning and Teaching Support Unit
Faculty/School / Institute/Centre: Historic - Learning and Teaching Support Unit
Date Deposited: 29 Aug 2014 04:30
Last Modified: 30 Jun 2017 00:14
Uncontrolled Keywords: behaviour; high school; Likert scale; ASD; survey
Fields of Research (2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170110 Psychological Methodology, Design and Analysis
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
13 Education > 1301 Education Systems > 130106 Secondary Education
Fields of Research (2020): 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520105 Psychological methodology, design and analysis
39 EDUCATION > 3904 Specialist studies in education > 390411 Special education and disability
39 EDUCATION > 3903 Education systems > 390306 Secondary education
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/25870

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