Autistic Students’ Views on Meaningful Inclusion: A Canadian Perspective
Chandra Lebenhagen
Abstract
This study investigated the self-reported school experiences of autistic students in Canada using a critical disability framework and a phenomenological research lens. Student perception data were collected using a mixed-method convergent parallel research design. Quantitative survey data ( n = 72) and qualitative data ( n = 19 open-ended responses and n = 10 email interviews) were collected using asynchronous and synchronous methods. Students reported most favorably on their school experiences when they felt welcome, respected, and supported by teachers. This study’s unique finding is that over half of participants preferred to use non-speaking modes of communication because methods such as typing and drawing helped improve the clarity of their messages and minimize feelings of stress and anxiety.