Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes

Wood, R. and Happé, F. (2020) Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes. International Journal of Inclusive Education, (doi: 10.1080/13603116.2020.1866685) (Early Online Publication)

Abstract

Despite the availability of access arrangements for tests and exams for pupils with special educational needs and disabilities, many autistic children and young people have low academic achievements. There is also a lack of consensus on what their educational priorities should be and a failure to link their school programmes to longer-term outcomes. More broadly in the UK, the value of tests in primary school is contested. In this qualitative study based in five mainstream primary schools in England, school staff (n = 36), autistic children (n = 10), their parents (n = 10), autistic adults (n = 10), and a sample of parents of children in the same class as the participating autistic children (n = 63) provided their views on school tests and educational priorities for primary school pupils. Findings reveal mixed opinions on what autistic pupils should study in school, and suggest that they are not receiving the access arrangements for tests to which they are potentially entitled. Additional factors, including stress in school and the language of test questions, create further barriers to education and success in tests. Addressing these issues and consulting with autistic pupils on their educational priorities could help improve their future well-being and attainment.

• Item Type: Articles
• Additional Information: This work was supported by the Economic and Social Research Council [grant number ES/ S011161/1].
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Wood, Dr Rebecca
• Authors: Wood, R., and Happé, F.
• College/School: College of Social Sciences > School of Education
• Journal Name: International Journal of Inclusive Education
• Publisher: Taylor & Francis
• ISSN: 1360-3116
• ISSN (Online): 1464-5173
• Published Online: 30 December 2020
• Copyright Holders: Copyright © 2020 Informa UK Limited, trading as Taylor and Francis Group
• First Published: First published in International Journal of Inclusive Education 2020
• Publisher Policy: Reproduced in accordance with the publisher copyright policy