Abstract

The purpose of this study was to develop an understanding of the support required by students with a diagnosis of high functioning autism undertaking the senior secondary school years. Diagnosed students often experience significant challenges with accessing the curriculum, as particular support accommodating their unique needs, is limited. The study employed a qualitative methodology incorporating both case studies and semi-structured interviews. Data were collected from four young adults with a diagnosis of high functioning autism (HFA) to ascertain what needs were required and to gather the students’ perspective. The perspectives of these four teenagers provided valuable insight into their perceptions of the supports needed to assist them through their senior secondary classes. An inductive and exploratory approach to data analysis identified multiple themes. These included visual cues, the role of the teacher, support with organisation and general support strategies. The study adds new information to the growing body of research in this field by yielding a functional checklist which can be utilised by teachers in the senior secondary school years, as they accommodate students with HFA. While much research has revolved around the need to support the full inclusion of students with HFA, there is little research on the practicalities of this, particularly for those students undertaking their final years of secondary school.