Abstract
This thesis examined how typically developing (TD) pupils relate to autistic peers, given the prevalence of negative health outcomes, bullying, and social exclusion of autistic pupils. To investigate this research question focus groups with semi-structured interview schedules were employed and data were analysed using thematic analysis. In Study 1, a systematic literature review specific to TD pupils’ attitudes towards autistic targets was conducted and18 studies were identified. A large number of experimental studies investigated variables associated with positive attitudes towards autistic targets, such as explanatory and descriptive information, age, gender, and use of autism labels. Half of these studies (7 of the 14) support the finding that autism-based information improves participants’ attitudes towards autistic targets. However, when findings from these studies were subjected to de Boer et al.’s (2011) rule of thumb, 14 of the 18 investigations were found to report at least one neutral outcome towards autistic targets. In order to explore TD pupils’ neutrality towards autistic pupils phenomenological studies were employed. In Study 2, 33 boys and girls (ages 7 to 11 years) were interviewed to assess their characterizations of autistic peers. Their characterizations were predominantly negative and suggested that modifications of the inclusive school environment contribute to TD pupils’ understanding of autistic peers. In the third and fourth studies, 32 Year 3 and 43 Year 5 and 6 boys and girls were interviewed. Analyses of the data yielded predominantly negative experiences and perceptions. Year 5 and 6 boys were aware of autistic peers’ characteristics, contrary to the reciprocal effects peer interaction model. Participants frequently described these characteristics as disruptive and sometimes as attracting teasing behaviour. Study 5 synthesised data from studies 2 through 4, aiming to look across age and gender at the experiences and views of the 109 TD pupils, and 31 secondary school TD pupils (aged 12 to 14) from Years 8 and 9. It was believed that age and gender differences would feature prominently, due to the consistent patterns reported in the attitude field. However, a synthesis of data across age and gender did not lead to the identification of large differences. Instead participants across the five schools aligned in their predominantly negative experiences and perceptions of autistic peers.