Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study
Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study
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主流中学自闭症谱系障碍 (ASD) 学生的同龄群体社会包容指标：一项比较研究
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发表时间：
2010
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通讯作者：
N. Humphrey
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作者：
W. Symes;N. Humphrey
进入主流学校的自闭症谱系障碍学生人数正在增加，但有证据表明，他们的需求可能没有得到充分满足。以前的研究表明，这些学生被社会排斥的风险更大。有鉴于此，本研究的目的是探讨社会地位，感知水平的同伴社会支持，以及这组学习者所经历的欺凌的频率。我们的样本包括40名ASD学生，40名阅读障碍学生，以及40名没有确定特殊教育需要的学生的参考组，按年龄和性别（以及ASD和阅读障碍组的SEN实践守则阶段）进行匹配。参与者完成了儿童社会支持量表（哈特，1985）和我的学校生活问卷（阿罗拉和汤普森，1987），他们的同龄人完成了社会包容调查（弗雷德里克森和格雷厄姆，1999）。我们的分析表明，与任何一个参考组相比，ASD学生经历了更高水平的拒绝和更低水平的接受。他们还报告了较低水平的同伴社会支持和较高水平的欺凌。这些研究结果进行了讨论，与以前的研究和包容运动的功效。
The number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing, but there is evidence that their needs may not be fully met. Previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the sociometric status, perceived levels of peer social support, and the frequency of bullying experienced by this group of learners. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs, matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). Participants completed the Social Support Scale for Children (Harter, 1985) and the My Life in School Questionnaire (Arora & Thompson, 1987), and their peers completed the Social Inclusion Survey (Frederickson & Graham, 1999). Our analyses indicated that pupils with ASD experienced higher levels of rejection and lower levels of acceptance than either reference group. They also reported lower levels of peer social support and higher levels of bullying. These findings are discussed in relation to previous research and the efficacy of the inclusion movement.