An exploration of reception class teachers’ experiences of supporting children with Autism Spectrum Disorder in the first year of mainstream school.
type: CreativeWork
description: Increasing numbers of children with Autism Spectrum Disorder (ASD) are being educated in mainstream schools and literature reflects a need to address how best to support this process. Previous studies exploring perceptions of mainstream education for children with ASD have highlighted the importance of the teacher’s role. This research recognises the importance of the Early Years and addresses a lack of research around supporting children with ASD in the first year of school. Interviews were conducted with six reception class teachers with the aim of gathering an in-depth picture of their perspectives around including children with ASD in a mainstream class. The purpose of this was to gain an understanding of their experiences which can be used to guide future thinking around support for teachers in this position. Interpretative Phenomenological Analysis (IPA) was used to shape an exploration of the teachers’ accounts resulting in the identification of key themes across the group. Two overarching themes derived from the analysis: ‘The psychological and emotional process of striving to meet the needs of the child as part of the class’ and ‘Being a part of the system of support’. The associated themes are discussed wit h reference to the developing research base around supporting children with ASD in mainstream schools. Opportunities to support reception class teachers and the associated implications for EPs are presented.
abstract: Increasing numbers of children with Autism Spectrum Disorder (ASD) are being educated in mainstream schools and literature reflects a need to address how best to support this process. Previous studies exploring perceptions of mainstream education for children with ASD have highlighted the importance of the teacher’s role. This research recognises the importance of the Early Years and addresses a lack of research around supporting children with ASD in the first year of school. Interviews were conducted with six reception class teachers with the aim of gathering an in-depth picture of their perspectives around including children with ASD in a mainstream class. The purpose of this was to gain an understanding of their experiences which can be used to guide future thinking around support for teachers in this position. Interpretative Phenomenological Analysis (IPA) was used to shape an exploration of the teachers’ accounts resulting in the identification of key themes across the group. Two overarching themes derived from the analysis: ‘The psychological and emotional process of striving to meet the needs of the child as part of the class’ and ‘Being a part of the system of support’. The associated themes are discussed wit h reference to the developing research base around supporting children with ASD in mainstream schools. Opportunities to support reception class teachers and the associated implications for EPs are presented.
author: Jones, Martina
language: en
keywords: BF Psychology, L Education (General)
date published: 2018-07
date modified: 2026-07-24T02:18:21Z
provider: University of Essex
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Essex and Tavistock & Portman NHS Trust