Short Report: Social Perception of High School Students with ASD in Norway.
Ingjerd Skafle, Anders Nordahl-Hansen, Roald A Øien
PMID 31696384WHAT IT FOUND
Five students with Asperger syndrome said inclusive high school could be a fresh start and a key place to practise social skills, after bullying or exclusion in junior high.
Crowds were the most challenging social situation.
Key findings
01School was a key social arena where students learned social cues from interaction with typically developing peers.
02High school was seen as a fresh start after junior high, where four of five had experienced bullying or exclusion.
03Crowds were the most challenging aspect of school social life.
STILL TO COME
How it was doneWhat they foundWhat it means for OTsWhat it means for SLPs
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What it does not show
Only five students were interviewed, all from eastern Norway, so the findings cannot represent all students with ASD. All participants attended high-reputation schools that required good grades, which may have shaped their positive experiences. No co-occurring conditions were asked about, so anxiety, depression, or other needs may have affected the accounts. The analysis was mainly done by one author, without full double coding or detailed member checks. The study did not test any intervention or measure outcomes.
The easy way to misread this
Do not conclude that inclusive high schools improve social outcomes for students with ASD. The study describes five students' perceptions in selected high-reputation schools and tested no intervention.