Exploring the experience of home education for young people with autism spectrum disorder: an interpretative phenomenological analysis

Spong, Rebecca (2020) Exploring the experience of home education for young people with autism spectrum disorder: an interpretative phenomenological analysis. DAppEdPsy thesis, University of Nottingham.

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Abstract

The number of young people being home educated has risen considerably, with a reported 20% increase each year across the last five years (Association of Directors of Children’s Services, 2019). In particular, there has been an increase in young people with Special Educational Needs (SEN) becoming home educated (Hopwood et al., 2007; Jeffreys, 2017). Several studies focusing on home education for young people with SEN found that a high number of participants had Autism Spectrum Disorder (ASD) (Kendall & Taylor, 2016; Parsons & Lewis, 2010). Despite this, research exploring the views of young people with ASD about their home education experience is scarce, particularly research that solely gathers the views of the young person.

Therefore, the current research aims to explore the views of young people with ASD, in Key Stages 3 and 4 regarding their experiences of home education. The study adopts an Interpretative Phenomenological Analysis approach to gather the views of four young people using semi-structured interviews.

Five master themes were interpreted from the participants’ accounts of their experience of home education. These themes were: learning experiences; support and resources; child-centred learning; impact on self; and interpersonal relationships. Themes reflected an overall positive experience, however also suggested that it may not be a positive experience for all.

The findings are discussed in light of theory and literature. Methodological considerations are addressed, particularly regarding the challenges of gathering the views of young people with ASD. The potential implications for Educational Psychologists (EP), schools, Local Authorities (LA) and the wider government are acknowledged, in particular: developing knowledge around home education; enabling insight around strategies that can be utilised across home and school settings; the need for a potential reconsideration of the EP role and potential actions that LAs can employ to support home educating families. The findings also illuminate a number of suggestions for future research.

Item Type: Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors: Atkinson, Sarah
Keywords: Home Education; Autism Spectrum Disorder; Interpretative Phenomenological Analysis
Subjects: L Education > LC Special aspects of education > LC1 Forms of education, including self, home, alternative, private
Faculties/Schools: UK Campuses > Faculty of Science > School of Psychology
Item ID: 63575
Depositing User: Spong, Rebecca
Date Deposited: 16 Feb 2021 14:10
Last Modified: 29 Jun 2021 06:39
URI: http://eprints.nottingham.ac.uk/id/eprint/63575

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