Too challenging to be included? : three case studies of inclusion of children on the autism spectrum with challenging behaviour in Maltese schools

Abstract

The aim of this study was to explore from the perspective of children with autism and challenging behaviour, how they are included in local mainstream state schools. Therefore he study's main research question is: How do children on the autism spectrum with challenging behaviour perceive inclusion? It is not common for children on the autism spectrum to be included as active participants in research due to their social and communication difficulties. However, the ratification of the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities (UN, 2006), shifted current practices to use emancipatory and participatory approaches. Therefore the three participants' voices were placed at the forefront of his study by using the Mosaic Approach as its methodology. The Mosaic Approach allowed the children to take the lead of the research, with the combination of traditional and participatory methods. The data generated throughout this research creates an image of he children's lived experiences in the school environment (Clark, 2017). The analysis of the data generated identified five main themes, specifically: children's voice, academics, environment, peers and identity. The themes identified show that further adaptations are required in the mainstream school environment to ensure that children with autism and challenging behaviour are effectively included. Currently it depends on how much the child is able to adapt to the environment that determines inclusion. For instance lessons and the environment require further alterations in order to successfully engage them. The presence of the social and communication impairment affects how both the adults and their peers view them as they are taken care of by their peers and the adults tend to be their voice. The conclusion refers to the literature and themes in order to successfully address the research questions. Further work is required to successfully include children with autism and challenging behaviour. It is important that the children's voice is heard with regards to matters that will directly affect them.