标题：Introducing FAMe™: Can Improved Teacher Access to Individualised Classroom Support Information Impact Positively on Levels of Anxiety in Autistic Pupils?
期刊名称：The Bridge: Journal of Educational Research - Informed Practice
电子版ISSN：2056-6670
出版年度：2016
卷号：3
期号：2
页码：4-34
出版社：University of Leicester
摘要：There is much research evidence to suggest that the successful inclusion of autistic pupils in mainstream secondary schools is difficult to achieve and that these pupils remain particularly vulnerable to a wide range of negative academic and psychosocial outcomes. With a focus on anxiety, this article reports the initial findings of a participatory-styled system-impact evaluation study. Quantitative evidence of decreased pupil anxiety is demonstrated and validated with qualitative data. Implications for future education policy and practice are discussed.
关键词：autism; Asperger Syndrome; anxiety; inclusion; Special Educational Needs and Disabilities (SEND); education; equality; FAMe™
