{"id":{"repo_id":"whiterose","oai_identifier":"oai:etheses.whiterose.ac.uk:1692"},"canonical_url":"https://search.dev.ndltd.org/etd/whiterose/oai:etheses.whiterose.ac.uk:1692","repository":{"repo_id":"whiterose","name":"White Rose University Consortium","base_url":"https://etheses.whiterose.ac.uk/cgi/oai2"},"display":{"title":"\"Everyone deserves to be different\": an IPA exploration of the views of Key Stage 4 pupils with Asperger syndrome in mainstream schools","abstract":"This research explores the views of four pupils with Asperger syndrome at Key Stage 4 who are in mainstream high schools. Participants were selected purposively according to specific sampling criteria. Each participant was interviewed in their own home using a semi-structured interview schedule. The researcher transcribed the data deriving from each interview. Using these transcripts, the researcher analysed the data using an Interpretative Phenomenological Analysis to explore participants� contributions. Three themes were identified, namely: Views Related to Self, Views Related to Peers and Others and Views Related to the Educational Context. Each theme is presented with extracts taken from each participant and with the interpretations made by the researcher and the analysis is discussed with reference to extant literature. One of the most dominant features of the analysis suggests that pupils with Asperger Syndrome cannot be considered as a homogeneous group and that each has individual and differing needs. Recommendations are made in the light of this, with a particular focus on the developing skills of the researcher as an Educational Psychologist, and the possible implications for other educational practitioners are also discussed. The limitations of the study are also addressed and suggestions made for future qualitative research.","abstract_html":"This research explores the views of four pupils with Asperger syndrome at Key Stage 4 who are in mainstream high schools. Participants were selected purposively according to specific sampling criteria. Each participant was interviewed in their own home using a semi-structured interview schedule. The researcher transcribed the data deriving from each interview. Using these transcripts, the researcher analysed the data using an Interpretative Phenomenological Analysis to explore participants� contributions. Three themes were identified, namely: Views Related to Self, Views Related to Peers and Others and Views Related to the Educational Context. Each theme is presented with extracts taken from each participant and with the interpretations made by the researcher and the analysis is discussed with reference to extant literature. One of the most dominant features of the analysis suggests that pupils with Asperger Syndrome cannot be considered as a homogeneous group and that each has individual and differing needs. Recommendations are made in the light of this, with a particular focus on the developing skills of the researcher as an Educational Psychologist, and the possible implications for other educational practitioners are also discussed. The limitations of the study are also addressed and suggestions made for future qualitative research.","abstract_has_math":false,"creators":["Rogan, Clare Brigid"],"institution":"University of Sheffield","degree_name":"D.Ed.C.Psy","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Bennett, Pat"],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-09","date_published":"2011-09","updated_at":"2026-07-24T06:05:10Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["uk.bl.ethos.555103"],"render_values":[{"text":"uk.bl.ethos.555103","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Bennett, Pat"]},{"key":"dc:creator","label":"Author","values":["Rogan, Clare Brigid"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-09"]},{"key":"dc:date.issued","label":"Date","values":["2011-09"]},{"key":"dc:publisher.commercial","label":"Dc Publisher Commercial","values":["University of Sheffield"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education (Sheffield)"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Sheffield"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://etheses.whiterose.ac.uk/id/eprint/1692/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["D.Ed.C.Psy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["uk.bl.ethos.555103"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://etheses.whiterose.ac.uk/id/eprint/1692/2/Rogan%2C_Clare.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research explores the views of four pupils with Asperger syndrome at Key Stage 4 who are in mainstream high schools. 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Recommendations are made in the light of this, with a particular focus on the developing skills of the researcher as an Educational Psychologist, and the possible implications for other educational practitioners are also discussed. The limitations of the study are also addressed and suggestions made for future qualitative research."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["\"Everyone deserves to be different\": an IPA exploration of the views of Key Stage 4 pupils with Asperger syndrome in mainstream schools"]}]}],"canonical_facts":{"dc:contributor.advisor":["Bennett, Pat"],"dc:creator":["Rogan, Clare Brigid"],"dc:date":["2011-09"],"dc:date.issued":["2011-09"],"dc:description.abstract":["This research explores the views of four pupils with Asperger syndrome at Key Stage 4 who are in mainstream high schools. Participants were selected purposively according to specific sampling criteria. 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