Scholarlink

<p>As part of global efforts in inclusive education, more autistic students are attending mainstream schools. However, many have negative school experiences and lower educational attainment. Strengths-based approaches have been proposed to improve these outcomes, but there is limited research on their implementation in mainstream high schools. Understanding educators’ experiences with these approaches could provide insights into improving the inclusion of autistic students. This study aimed to understand educators’ experiences and perspectives on implementing strengths-based approaches for autistic students in mainstream high schools. Thirty-nine high school educators participated in semi-structured interviews or provided written responses in an online survey which were analysed phenomenologically. Ten themes were identified: (1) educator understanding of strengths-based approaches; (2) implementation of strengths-based approaches in schools; (3) identifying strengths through a holistic profile; (4) building student–teacher relationships through genuine interests; (5) strengths-based pedagogical strategies providing individualised support; (6) strengths-based curriculum adding meaning into standard curriculum; (7) strengths-based post-school transition providing pathways to adulthood; (8) the central role of collaboration in strengths-based approaches; (9) ongoing professional development equipping educators for strengths-based approaches; and (10) the impact of strengths-based approaches on individuals and school community. Educators reported favourable views towards strengths-based approaches but faced barriers across the educational system and school environment. Insights provided by educators play an essential role in closing the gap between inclusive education theory and practice, thereby improving school experiences and educational outcomes for autistic students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

“We are Running a Marathon not a Sprint”: Educators’ Experiences and Perspectives on Inclusion for Autistic Students Through Strengths-Based Approaches in Mainstream High Schools

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年1月20日

查看全文
  • Jia White,
  • Sarah McGarry,
  • P. John Williams,
  • Melissa H. Black

摘要

As part of global efforts in inclusive education, more autistic students are attending mainstream schools. However, many have negative school experiences and lower educational attainment. Strengths-based approaches have been proposed to improve these outcomes, but there is limited research on their implementation in mainstream high schools. Understanding educators’ experiences with these approaches could provide insights into improving the inclusion of autistic students. This study aimed to understand educators’ experiences and perspectives on implementing strengths-based approaches for autistic students in mainstream high schools. Thirty-nine high school educators participated in semi-structured interviews or provided written responses in an online survey which were analysed phenomenologically. Ten themes were identified: (1) educator understanding of strengths-based approaches; (2) implementation of strengths-based approaches in schools; (3) identifying strengths through a holistic profile; (4) building student–teacher relationships through genuine interests; (5) strengths-based pedagogical strategies providing individualised support; (6) strengths-based curriculum adding meaning into standard curriculum; (7) strengths-based post-school transition providing pathways to adulthood; (8) the central role of collaboration in strengths-based approaches; (9) ongoing professional development equipping educators for strengths-based approaches; and (10) the impact of strengths-based approaches on individuals and school community. Educators reported favourable views towards strengths-based approaches but faced barriers across the educational system and school environment. Insights provided by educators play an essential role in closing the gap between inclusive education theory and practice, thereby improving school experiences and educational outcomes for autistic students.