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The Inclusion of Autistic Pupils in the Primary Schoolyard
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2024
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The rising prevalence of autism in the primary school community, coupled with the establishment of an ever-increasing number of autism special classes means that there is a significant cohort of autistic pupils who have the right to be genuinely included to achieve their full potential, as outlined by the Convention on the Rights of the Child (UNCRC, 1989). Article 23 specifically refers to children with disabilities having additional rights to special education and care. The social model of inclusion advocates that society, and the environment should be adapted to meet the needs of autistic people because diversity should be considered the norm not the exception (Fletcher-Watson et al. 2019). Limited qualitative research around the use of evidenced- based inclusive school practices has not been conducted in school settings but in research centers and clinics (Dervan, Egan and Ring, 2024). Similarly, there is a gap in the qualitative research around the inclusion of autistic pupils in the mainstream primary school yard. The school yard should be a bridge and not a barrier to play and recreation time, because the yard is an important space for autistic pupils to self-regulate, de-stress and acquire social and communication competencies (Guirguis, 2018). Adopting a neuroaffirmative approach is essential to ensure genuine inclusion because it promotes wellbeing, happiness and a sense of belonging (Middletown Centre for Autism, 2024).
A participatory action research project using a mixed methodology study was carried out in a DEIS band 1 urban primary school using semi-structured interviews (qualitative research), the results of which were triangulated with results from a questionnaire incorporating both closed and open-ended questions (quantitative and qualitative research). The findings identified five themes and highlighted strategies and adaptations which could be used to encourage and promote genuine inclusion in primary school yards. Themes included the need for a quiet/ sensory area and access to nature at a minimal cost. Social communication competencies could be taught to all pupils, with autistic pupils receiving additional support. Autistic pupils could benefit from organised support in the yard from staff and from neuro-typical peers. Autism awareness training could be made available for all pupils, and staff could acquire continuous professional development. A genuine mainstream yard integration plan for pupils coming from the autistic special classes needed to be developed. These themes broadly reflect some of the findings of the Autism Innovation Strategy (2024) issued by the Department of Children, Equality, Disability, Integration and Youth which advocates for an autism-affirming society, equality of access to public services, the need to build capacity and the promotion of communities which are accessible and inclusive.
Keywords
Autism, Primary school, Inclusion