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Involving Young People with ASD in Organising their Examination Access Arrangements

Tyrrell, Beverley

[Thesis]. Manchester, UK: The University of Manchester; 2018.

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Abstract

Facilitating opportunities for children and young people to be involved in the decisions made about them fits with current legislation (United Nations, 1989), and has been found to improve motivation and self-esteem (Patall, Cooper, & Robinson, 2008; Griebler and Nowak 2012). The researcher asserts that, due to the nature of their difficulties, people with an autism spectrum disorder (ASD) may be prone to lack such opportunities. Examination access arrangements decisions are the focus of the study described in the second paper. The first paper describes a systematic literature review of methods used to elicit the views of students with ASD. The second paper reports a case-based action research project which involves students in organising their examination access arrangements. Participants include three year 7 students and two members of staff across two secondary schools. There is a lack of research which includes the views of those with ASD. Semi-structured interviews seemed to be the most popular data gathering method, but focus groups and electronic diaries have also been used with this group. There was a positive impact of involving students with ASD in organising their access arrangements. Advice was given regarding coping with resource limitations in this area, and provision commonly useful for students with ASD before and during examinations. More research is needed which involves participants with ASD and reflection on the suitability of their methods for this group. Findings from the action research project indicate that involving young people with ASD in deciding on their examination access arrangements can support more comprehensive identification of assessment needs. In order to increase the impact of this research, the findings were disseminated using the strategies outlined to those who may have a role in putting the findings into practice.

Bibliographic metadata

Type of resource:
Content type:
Administered thesis
Form of thesis:
Traditional
Type of submission:
Doctoral level ETD - final
Thesis title:
Involving Young People with ASD in Organising their Examination Access Arrangements
Degree type:
Doctorate in Educational and Child Psychology
Degree programme:
Doctorate in Educational and Child Psychology
Publication date:
2018-08-09T18:02:53
Institution:
The University of Manchester
Location:
Manchester, UK
Total pages:
125
Abstract:
Facilitating opportunities for children and young people to be involved in the decisions made about them fits with current legislation (United Nations, 1989), and has been found to improve motivation and self-esteem (Patall, Cooper, & Robinson, 2008; Griebler and Nowak 2012). The researcher asserts that, due to the nature of their difficulties, people with an autism spectrum disorder (ASD) may be prone to lack such opportunities. Examination access arrangements decisions are the focus of the study described in the second paper. The first paper describes a systematic literature review of methods used to elicit the views of students with ASD. The second paper reports a case-based action research project which involves students in organising their examination access arrangements. Participants include three year 7 students and two members of staff across two secondary schools. There is a lack of research which includes the views of those with ASD. Semi-structured interviews seemed to be the most popular data gathering method, but focus groups and electronic diaries have also been used with this group. There was a positive impact of involving students with ASD in organising their access arrangements. Advice was given regarding coping with resource limitations in this area, and provision commonly useful for students with ASD before and during examinations. More research is needed which involves participants with ASD and reflection on the suitability of their methods for this group. Findings from the action research project indicate that involving young people with ASD in deciding on their examination access arrangements can support more comprehensive identification of assessment needs. In order to increase the impact of this research, the findings were disseminated using the strategies outlined to those who may have a role in putting the findings into practice.
Keyword(s):
Thesis main supervisor(s):
Thesis co-supervisor(s):
Degree grantor:
Language:
en

Institutional metadata

University researcher(s):
Academic department(s):

Record metadata

Manchester eScholar ID:
uk-ac-man-scw:315495
Created by:
Tyrrell, Beverley
Created:
9th August, 2018, 17:02:53
Last modified by:
Tyrrell, Beverley
Last modified:
9th January, 2019, 09:48:29

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