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  • Your voice counts: Listening to the voice of high school students with autism spectrum disorder

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    79833_1.pdf (134.3Kb)
    Author(s)
    Saggers, Beth
    Hwang, Yoon-Suk
    Louise Mercer, K.
    Griffith University Author(s)
    Hwang, Yoon-Suk
    Year published
    2011
    Metadata
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    Abstract
    Supporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning ...
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    Supporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.
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    Journal Title
    Australasian Journal of Special Education
    Volume
    35
    Issue
    2
    DOI
    https://doi.org/10.1375/ajse.35.2.173
    Copyright Statement
    © 2012 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Special Education and Disability
    Specialist Studies in Education
    Other Education
    Cognitive Sciences
    Publication URI
    http://hdl.handle.net/10072/49283
    Collection
    • Journal articles

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