The importance of enhancing students’ well-being is recognised around the world, yet the well-being of autistic students remains largely unexplored. With the increasing enrolment of autistic students in mainstream schools, it is imperative to develop a comprehensive understanding of the well-being of autistic students to facilitate their sense of well-being in school.
Enhancing the Well-Being of Students on the Autism Spectrum offers an in-depth understanding of the well-being of students on the autism spectrum using the innovative research methodology, Photovoice. Throughout the text, the author incorporates photographs taken by students on the autism spectrum, as well as interviews with the students, their teachers, and parents, to bring the authentic experiences of these students to the fore. The book also covers:
- An overview of the well-being of autistic students;
- Barriers to the well-being of autistic students and ways to overcome them;
- Protective factors of the well-being of autistic students and ways to develop these within the school context.
This book is a necessary companion for postgraduate students in the field of education and special education, practitioners within the school context, and researchers interested in the area of autism spectrum condition or student well-being.
Table of Contents
List of Figures
List of Tables
Section 1: Setting the Context
Chapter 1: Introduction
Chapter 2: Autism Spectrum Disorder or Autism Spectrum Condition
Chapter 3: Giving a Voice to Autistic Students in Research Through Photovoice
Chapter 4: Research Study Underpinning this Book
Section 2: What Makes Up Student Well-Being
Chapter 5: Positive Emotions
Chapter 6: Negative Emotions
Chapter 7: Engagement
Chapter 8: Relationships
Chapter 9: Accomplishment
Section 3: Barriers to Student Well-Being
Chapter 10: Barriers associated with Developing Relationships
Chapter 11: Environmental Barriers
Chapter 12: Barriers associated with Autism Spectrum Condition
Chapter 13: Barriers associated with Learning
Section 4: Barriers to Student Well-Being
Chapter 14: Internal Protective Factors
Chapter 15: External Protective Factors
Section 5: Moving Forward
Chapter 16: Conclusions and Recommendations
Joanne Danker is a lecturer in Special Education at the University of New South Wales. Prior to her work at UNSW, Joanne was a mainstream primary school teacher and has taught students with various disabilities. Her research interests include the well-being of students with developmental disabilities, and participatory research approaches.