Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI:10.1080/13632752.2023.2202441
Shruti Taneja-Johansson
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Abstract

ABSTRACT The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of this body of research in relation to the publication context and research methodology. Studies were identified through a systematic scoping review of research published between January 2000 and December 2021 in four electronic databases and a subsequent ancestry search. Fifty-eight articles met the inclusion criteria. The results show an increased research interest in first-person accounts of schooling from 2016 onwards. The autism voice dominated over ADHD and was strongly skewed towards the academically able group. There was an overrepresentation of boys and secondary school children across the studies. Characteristics such as the child’s social class, ethnicity and socioeconomic background were largely neglected, with details associated with the diagnosis being foregrounded. Interviewing was the main method used, and student perspectives were often accompanied by other data sources. The article concludes with a discussion on the silencing of already marginalised sub-groups and the importance of approaching research as an ethical enterprise.
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谁的声音被听到了?自闭症和注意缺陷/多动障碍儿童学校经历研究的范围综述
摘要:本综述的目的是批判性地研究利用自闭症或注意力缺陷/多动障碍(ADHD)学生的第一人称上学经历的实证研究,并绘制研究中听到的声音和当前知识差距的地图。审查审查了这一研究机构在出版背景和研究方法方面的主要特点。研究是通过对2000年1月至2021年12月在四个电子数据库中发表的研究进行系统的范围审查和随后的祖先搜索来确定的。58篇文章符合纳入标准。研究结果显示,自2016年以来,人们对第一人称学校教育的研究兴趣有所增加。自闭症的声音在多动症中占主导地位,并且强烈倾向于有学术能力的群体。在所有研究中,男生和中学生的比例过高。诸如儿童的社会阶层、种族和社会经济背景等特征在很大程度上被忽视,而与诊断相关的细节则被突出。访谈是使用的主要方法,学生的观点往往伴随着其他数据来源。文章最后讨论了已经被边缘化的子群体的沉默,以及将研究作为一项伦理事业的重要性。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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