The exploration of social, emotional and behavioural functioning of pupils with ASD of primary age in educational settings and how this is managed.

Abstract

Due to higher levels of Autism Spectrum Disorder diagnosis within the primary age range, more teachers than previously are teaching pupils diagnosed with Autism Spectrum Disorder within their classrooms. The difficulties these pupils may face while at school are well documented and a range of strategies and approaches have been developed to support the needs arising from these difficulties. This thesis will explore the questions of what exact type of social, emotional and behavioural functioning do pupils with Autism Spectrum Disorder experience in their school settings? How are any difficulties experienced managed in primary classrooms? A total of forty two primary aged pupils were assessed through the use of two established surveys to explore the levels of social, emotional and behavioural functioning the pupils experience from three different perspectives – pupil, teacher and parent. Following on each pupil’s teacher was interviewed to explore the contemporary situation in English primary schools regarding the ways in which support is offered and ways in which this support could be developed. Six case studies were undertaken through further interviews and observations to explore in a more individualised way the ways in which pupils and teachers feel the inclusion of pupils with Autism Spectrum Disorder through the management of their social, emotional and behavioural functioning is organised. Findings show the pupils have difficulties in the areas of panic disorder, major depression and separation anxiety and that parents believe their children to have more difficulties than the children themselves or their teachers. The case studies and interviews show that although teachers report pupils with Autism Spectrum Disorder are included socially and academically in their class, the ways in which their needs are currently being met highlighted a lack of formal training and strategies and approaches designed for pupils with Autism Spectrum Disorder. Teachers’ report that further support from specialist staff would be most useful. This thesis concludes with the implications for future practice and policy (including more Autism Spectrum Disorder training for teachers and teaching assistants) and future research and study (including the impact of specialist staff in primary schools) within the area of managing social, emotional and behavioural functioning of pupils with Autism Spectrum Disorder in primary educational settings.