Autism Spectrum Disorder (ASD) is a “lifelong neurodevelopmental disorder” distinguished by “difficulties in social interaction, communication, restricted and repetitive interests and behaviours, and sensory sensitivities” (Autism Spectrum Australia, 2015). Autism Spectrum Australia (2015) explains that the word ‘spectrum’ reflects “the range of challenges that people with autism may experience”, which means that some people with autism may be able to live relatively typical lives, in comparison to others with autism who may have more difficulties and require continuous additional support for living (Autism Spectrum Australia, 2015). Behaviours of people with ASD often include temper tantrums, body movements like hand flapping and spinning,
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Autism Spectrum Australia (2015) states that one in one hundred people have an autism diagnosis, suggesting that this increase in autism is caused by the increased knowledge and recognition of early signs of autism and the diagnostic criteria that has become more sensitive than ever. However, the question arises whether children with autism are receiving as much assistance and support as they need at school. School is an important environment where children learn to socially and academically interact with their peers, which has a crucial role of providing students with opportunities to develop important social and life skills. Nonetheless, many students with autism find it difficult to function within their social contexts. According to the Australian Bureau of Statistics (2014), in 2012, 86% children with autism attending school reported ‘having difficulty’ at school (i.e., difficulty with fitting in socially, learning and communication).
The combined increase in the numbers of students diagnosed with autism and the obligatory movements toward educating students with autism alongside typically developing peers has resulted in increased contact between students with autism and typical peers in educational settings. Despite these circumstances, the social experiences for most students with autism are characterised by misperceptions, negative attitudes, social isolation, and, occasionally, teasing …show more content…
However, students in a school may not know anything about autism even if they are informed that there is a student with autism in their classroom (Gus, 2000). The lacking knowledge of peers about autism is believed to be a barrier that is hindering the enhancement of students’ attitudes toward their peers with autism. In order to address students’ attitudes, it is crucial to provide a sufficient amount of quality education about autism in classrooms. It is essential, therefore, to have knowledge of what students know about autism.
The primary purpose of this study is to examine how much our students know about autism. This study seeks to establish the conceptions and misconceptions of primary schools students (Year four to Year six) about students with autism. Through individual interviews, the understanding established will better inform efforts to develop and enhance inclusive education environments within Australia for all
Autism Spectrum Australia (2015) states that one in one hundred people have an autism diagnosis, suggesting that this increase in autism is caused by the increased knowledge and recognition of early signs of autism and the diagnostic criteria that has become more sensitive than ever. However, the question arises whether children with autism are receiving as much assistance and support as they need at school. School is an important environment where children learn to socially and academically interact with their peers, which has a crucial role of providing students with opportunities to develop important social and life skills. Nonetheless, many students with autism find it difficult to function within their social contexts. According to the Australian Bureau of Statistics (2014), in 2012, 86% children with autism attending school reported ‘having difficulty’ at school (i.e., difficulty with fitting in socially, learning and communication).
The combined increase in the numbers of students diagnosed with autism and the obligatory movements toward educating students with autism alongside typically developing peers has resulted in increased contact between students with autism and typical peers in educational settings. Despite these circumstances, the social experiences for most students with autism are characterised by misperceptions, negative attitudes, social isolation, and, occasionally, teasing …show more content…
However, students in a school may not know anything about autism even if they are informed that there is a student with autism in their classroom (Gus, 2000). The lacking knowledge of peers about autism is believed to be a barrier that is hindering the enhancement of students’ attitudes toward their peers with autism. In order to address students’ attitudes, it is crucial to provide a sufficient amount of quality education about autism in classrooms. It is essential, therefore, to have knowledge of what students know about autism.
The primary purpose of this study is to examine how much our students know about autism. This study seeks to establish the conceptions and misconceptions of primary schools students (Year four to Year six) about students with autism. Through individual interviews, the understanding established will better inform efforts to develop and enhance inclusive education environments within Australia for all