An ethnographic study of autistic children’s social experiences at school : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand

Abstract

Social experiences form a ubiquitous part of school life for all children, and this is no different for autistic children. Although these children have been described as having difficulties in social contexts within their school, this thesis challenges the notion that the social lives of autistic children are compromised. Autistic children included in educational settings indicate that positive social experiences are imperative for their sense of belonging and inclusion. However, the unique nature of the social needs and experiences for each child and the context within which these take place, requires intent listening to children and their specific experiences. Children’s rights to be heard and for their active participation in matters that affect them, including in research, are underscored by policies and conventions such as the United Nations Convention on the Rights of the Child. This study followed the social experiences of two autistic primary school-age boys within their school over two school terms. Foregrounding the two children’s experiences of their social lives at school was enabled by engaging them as co-researchers. An ethnographic methodology with participatory methods grounded within this approach were used, and a Children’s Research Advisory Group was consulted to facilitate children’s involvement in research as partners. The participants themselves guided the data collection process, thus enabling them to share and lead their stories. The findings showed a complex and agentic picture of the autistic children’s social world that included: multidimensional friendships; meaningful play; and self-determined interactions. The findings also showed that social inclusion and social exclusion can be viewed beyond a binary understanding of solely inclusion or exclusion. A relational understanding of social inclusion and exclusion is emphasised. Children’s awareness of how they are perceived by their peers and their motivation to engage with their peers in ways that were significant to them, played a role in how they deliberately navigated their social world at school. The ethnographic methodological approach allowed for the promotion of children as competent rights-holders through three key aspects: (i) following the child’s interests, (ii) engaging in reflexive partnership, and (iii) meaningful researcher engagement over time. Through the children’s active involvement in this research, their stories emerged authentically and organically and this facilitated new understandings of autistic children’s social experiences. This study invites a reconsideration of some existing conceptualisations of autistic children’s social experiences and assumed ideas around labels.