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

Paper

Hay, Ian and Winn, Stephen. 2012. "High functioning autism spectrum disorder: a challenge to secondary school educators and the students with the condition." Wright, Jan (ed.) 42nd Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE 2012): Regional and Global Cooperation in Educational Research. Sydney, Australia 02 - 06 Dec 2012 Melbourne, Australia.

Paper/Presentation Title	High functioning autism spectrum disorder: a challenge to secondary school educators and the students with the condition
Presentation Type	Paper
Authors	Hay, Ian (Author) and Winn, Stephen (Author)
Editors	Wright, Jan
Journal or Proceedings Title	Proceedings of the 42nd Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE 2012)
ERA Conference ID	50546
Number of Pages	14
Year	2012
Place of Publication	Melbourne, Australia
Web Address (URL) of Paper	http://files.eric.ed.gov/fulltext/ED542469.pdf
Conference/Event	42nd Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE 2012): Regional and Global Cooperation in Educational Research
	International Conference of the Australian Association for Research in Education
Event Details	42nd Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE 2012): Regional and Global Cooperation in Educational Research Event Date 02 to end of 06 Dec 2012 Event Location Sydney, Australia
Event Details	International Conference of the Australian Association for Research in Education
Abstract	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.
Keywords	behaviour; high school; Likert scale; ASD; survey
ANZSRC Field of Research 2020	520105. Psychological methodology, design and analysis
	390411. Special education and disability
	390306. Secondary education
Public Notes	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.
Byline Affiliations	University of Tasmania
	University of New England
Institution of Origin	University of Southern Queensland

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