ERIC Number: EJ1056772
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Experience of the Hidden Curriculum for Autistic Girls at Mainstream Primary Schools
Moyse, R.; Porter, J.
European Journal of Special Needs Education, v30 n2 p187-201 2015
This article presents the findings of ethnographic case studies of three girls on the autistic spectrum attending mainstream primary schools and illustrates the difficulties they experience and the ways in which these are often unrecognised. The observations of the girls and subsequent individual interviews with their mothers, class teachers, SENCO's and ultimately themselves, reveal the personal adjustments the girls make in response to the hidden curriculum and the ways in which these go unnoticed, effectively masking their need for support, and contributing to their underachievement in school. The research also identifies a misunderstanding of autism in girls by some teachers that contributes to a lack of support for their needs, despite their diagnosis. Teachers need to understand how autistic girls present, and how they learn, if they are to recognise the need to illuminate the hidden curriculum. The implications of these findings are that without this awareness autistic girls in mainstream settings are also at risk of limited access to the known curriculum and of social isolation.
Descriptors: Autism, Females, Mainstreaming, Hidden Curriculum, Elementary School Students, Pervasive Developmental Disorders, Inclusion, Student Adjustment, Underachievement, Misconceptions, Student Needs, Teacher Competencies, Ethnography, Observation, Interviews, Photography, Freehand Drawing, Semi Structured Interviews, Classroom Environment, Cooperative Learning, Time on Task, Peer Relationship, Interaction, Coping, Student Behavior, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A