Skip to main content
Top
Gepubliceerd in:

23-04-2019 | Original Paper

“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism

Auteurs: Joanne Danker, Iva Strnadová, Therese Marie Cumming

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

In recent years, student well-being is increasingly on the research agenda. Yet, little is known about the well-being of students with autism spectrum disorder (ASD). The current study used semi-structured interviews and sought the views of 20 high school teachers of students with ASD to investigate the concept of well-being for this group of students. Grounded theory approaches were used to analyse the data. Teachers conceptualised well-being as consisting of three domains (i.e., peer relationships, sense of safety, engagement), identified three categories of barriers (i.e., teacher’s ability to effectively teach students with ASD, impact of ASD, environment), and several external and internal assets of well-being. Discussion on recommended practices for schools to enhance the well-being of students with ASD are provided.
Literatuur
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.CrossRef American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.CrossRef
go back to reference Australian Bureau of Statistics, ABS. (2011). Autism in Australia, 2009 (Cat. No. 4428.0), Canberra: Author. Australian Bureau of Statistics, ABS. (2011). Autism in Australia, 2009 (Cat. No. 4428.0), Canberra: Author.
go back to reference Centers for Disease Control and Prevention. (2014). Prevalence for autism spectrum disorder among children aged 8 years: Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2010. MMWR Surveillance Summaries, 63, 1–21. Centers for Disease Control and Prevention. (2014). Prevalence for autism spectrum disorder among children aged 8 years: Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2010. MMWR Surveillance Summaries, 63, 1–21.
go back to reference Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
go back to reference Charmaz, K. (2011). Grounded theory methods in social justice research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 359–380). Thousand Oaks, CA: Sage Publications, Inc. Charmaz, K. (2011). Grounded theory methods in social justice research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 359–380). Thousand Oaks, CA: Sage Publications, Inc.
go back to reference Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London: Sage. Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London: Sage.
go back to reference Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: Sage Publications, Inc. Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.
go back to reference Danker, J., Strnadová, I., & Cumming, T. M. (2016). School experiences of students with autism spectrum disorders within the context of student well-being: A review and analysis of the literature. Australasian Journal of Special Education, 40, 59–78. https://doi.org/10.1017/jse.2016.1.CrossRef Danker, J., Strnadová, I., & Cumming, T. M. (2016). School experiences of students with autism spectrum disorders within the context of student well-being: A review and analysis of the literature. Australasian Journal of Special Education, 40, 59–78. https://​doi.​org/​10.​1017/​jse.​2016.​1.CrossRef
go back to reference Diener, E. (2009). Subjective well-being. In E. Diener (Ed.), The science of well-being: The collected works of Ed Diener (social indicators research series, Vol. 37, pp. 11–58). New York: Springer. Diener, E. (2009). Subjective well-being. In E. Diener (Ed.), The science of well-being: The collected works of Ed Diener (social indicators research series, Vol. 37, pp. 11–58). New York: Springer.
go back to reference García Bacete, F., Marande Perrin, G., Schneider, B., & Blanchard, C. (2014). Effects of school on the well-being of children and adolescents. In A. Ben-Arieh, F. Casas, I. Frønes, & J. E. Korbin (Eds.), Handbook of child well-being: Theories, methods and policies in global perspective (pp. 1251–1305). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-9063-8_149.CrossRef García Bacete, F., Marande Perrin, G., Schneider, B., & Blanchard, C. (2014). Effects of school on the well-being of children and adolescents. In A. Ben-Arieh, F. Casas, I. Frønes, & J. E. Korbin (Eds.), Handbook of child well-being: Theories, methods and policies in global perspective (pp. 1251–1305). Dordrecht: Springer. https://​doi.​org/​10.​1007/​978-90-481-9063-8_​149.CrossRef
go back to reference Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage.
go back to reference Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing (2nd ed.). Thousand Oaks, CA: Sage Publications. Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing (2nd ed.). Thousand Oaks, CA: Sage Publications.
go back to reference Price, D., & McCallum, F. (2016). Wellbeing in education. In F. McCallum & D. Price (Eds.), Nurturing wellbeing developing in education (pp. 1–21). New York: Routledge. Price, D., & McCallum, F. (2016). Wellbeing in education. In F. McCallum & D. Price (Eds.), Nurturing wellbeing developing in education (pp. 1–21). New York: Routledge.
go back to reference UNESCO. (1994). The Salamanca statement and framework for action on special needs education: Access and equity. Paris: Author. UNESCO. (1994). The Salamanca statement and framework for action on special needs education: Access and equity. Paris: Author.
go back to reference Verhoeven, E. W. M., Marijnissen, N., Berger, H. J. C., Oudshoorn, J., Sijde, A., & Teunisse, J. P. (2012). Brief report: Relationship between self-awareness of real-world behaviour and treatment outcome in autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 889–894. https://doi.org/10.1007/s10803-011-1311-0.CrossRefPubMed Verhoeven, E. W. M., Marijnissen, N., Berger, H. J. C., Oudshoorn, J., Sijde, A., & Teunisse, J. P. (2012). Brief report: Relationship between self-awareness of real-world behaviour and treatment outcome in autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 889–894. https://​doi.​org/​10.​1007/​s10803-011-1311-0.CrossRefPubMed
Metagegevens
Titel
“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism
Auteurs
Joanne Danker
Iva Strnadová
Therese Marie Cumming
Publicatiedatum
23-04-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 7/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04025-w