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School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature*

Published online by Cambridge University Press:  19 February 2016

Joanne Danker ,
Iva Strnadová Open the ORCID record for Iva Strnadová [Opens in a new window]  and
Therese M. Cumming Open the ORCID record for Therese M. Cumming [Opens in a new window]
Joanne Danker*
Affiliation:
UNSW, Australia
Iva Strnadová
Affiliation:
UNSW, Australia
Therese M. Cumming
Affiliation:
UNSW, Australia
*
Correspondence: Joanne Danker, School of Education, University of New South Wales, Sydney, NSW 2052, Australia. Email: j.danker@unsw.edu.au
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Abstract

There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.

Keywords

student wellbeingautism spectrum disorder (ASD)school experiencesrelationshipsengagement
Type
Literature Review
Information
Australasian Journal of Special Education , Volume 40 , Issue 1 , July 2016 , pp. 59 - 78
Copyright
Copyright © The Author(s) 2016 

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Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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