Russell, Emma (2015) Perceptions and Experiences of Teaching Primary Students with Autism Spectrum Disorder in a Mainstream Classroom. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The impact of international social justice and education movements has seen the dramatic increase of students with Autism Spectrum Disorder (ASD) included into mainstream classrooms around Australia. Inclusive Education is mandatory and often the responsibility of implementing inclusive practises lies with the classroom teacher. With an increased number of students diagnosed ASD it is evident that the role of teachers is essential for the development and education of students with ASD. This exploratory study employed the qualitative approach of interpretative phenomenological analysis (IPA), which allowed participants to explore aspects of their experiences from their own perspectives. Interpretative phenomenological analysis (Smith, 1995) was used to analyse data from semi-structured interviews to examine the experiences of three primary school teachers educating students with ASD in a mainstream classroom. The analysis produced four key themes: (a) ASD: A label or a child; (b) what does an ASD inclusive classroom look like; (c) the holistic environment; and (d) teaching at the ‘chalk face’. Such experiences can be intensely positive, or overwhelming challenging, and therefore warrants further investigation. This study describes and interprets those experiences in great detail, identifying many areas of implications for teachers, schools and students including, future systemic interventions, policy development, human and financial resourcing and professional development opportunities. Future research may seek to include other key voices in the education of students with ASD such as parents, school leaders or students themselves.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021) |
| Supervisors: | Charlotte Brownlow |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 26 Aug 2025 00:31 |
| Last Modified: | 26 Aug 2025 00:31 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52720 |
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