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Abstract

The Department of Education (2020) highlights the increase in the number of pupils with special educational needs with the most common type within England recorded as children with an Autistic Spectrum Disorder. The central aim of the research is to investigate the behaviour management policies and strategies for managing the behaviour of autistic children within mainstream primary schools.
The literature review identified several common traits of autism which related to challenges with social interactions, the need for routine and structure, the difficulty of coping with changes and repetitive behaviour. It highlighted the need for structure and routine in the classroom.
Primary research, using qualitative and quantitative collection of data through an online questionnaire was distributed to teachers and teaching assistants who had worked with autistic children in mainstream primary schools in the UK. The aim was to explore the behavioural policies and the behavioural strategies used by the participants in managing the autistic behaviour of pupils within mainstream primary schools.
The main findings that emerged from the research showed that although all schools are required to have a Behavioural Management Policy, there were gaps in how these policies were inclusive to autistic pupils and they could have a negative impact on their learning environment. Teaching assistants were seen as valuable to the creation of a positive and structured learning environment for autistic pupils. Relationships with parents and pupils are key to managing behaviours and other pupils benefitted from understanding the behaviours of an autistic pupil in the class. The findings also highlighted the various strategies that are used in the classroom to manage the behaviour of an autistic pupil with an emphasis on knowing the pupil and their needs to ensure the most appropriate strategy is adapted to manage behaviours.

Course: Childhood and Youth Studies - BA (Hons) - C1989F

Date Deposited: 2022-07-25

URI/permalink: https://library.port.ac.uk/dissert/dis13937.html