Promoting social-inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools
Year: 2024
Type: article
Abstract: Education systems on an international basis have experienced an increase of neurodiverse students in mainstream schools. Such students can experience a deficit in school connectedness which restricts inclusive participation. In My Shoes is an intervention programme developed in Australia to support the inclusion of pupils with autism in primary school settings. This study aimed to adapt this programme for delivery in UK primary schools and widen it to encompass all neurodiverse pupils. Focus groups of key stakeholders (Pupils, Parents, Teachers and Senior Leaders) explored and shared perspectives on the In My Shoes programme with regard to adapting and refining it for delivery in UK primary schools. Focus group data were analysed using a thematic approach. Five themes emerged from the data focusing upon materials, curriculum, context, duration, and whole-school approach. Linking the intervention to the PSHE curriculum for delivery was a key finding. All key stakeholder groups found the programme beneficial to school connectedness and participation. They contributed to adaptations necessary to widen intervention to encompass all neurodiverse children and for deployment in UK primary schools. The biggest endorsement came from the pupil groups that were most enthusiastic about the intervention, who demonstrated an understanding and a relation to the concepts of the programme. Following revisions to the materials and adaptations suggested by stakeholders, a small feasibility study will be conducted with neurodiverse pupils and their typically developing peers across mainstream year 4 and year 5 classrooms (age 8-10 year olds) in the UK. ● School connectedness and inclusion is important for neurodiverse children. ● Pupils, Parents and Educators experiences critical to intervention adaptation. ● Adaptations include materials, curriculum, context, duration and whole school nature. ● Linking to PSHE is important for delivery as part of UK school curriculum. ● School connectedness programme adapted for UK to encompass all neurodiverse pupils.
Authors: David Littlefair, Matthew McCloskey-Martinez, Pamela Graham, Fiona Nicholls, Amy Hodges, Reinie Cordier
Institutions: Northumbria University, Curtin University, University of Cape Town
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: hybrid
Estimated APC paid: $3,460
OpenAlex ID: W4403481453