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ABSTRACT
The number of autistic students in general schools has increased substantially. Traditionally, ‘one-to-one teaching assistants’ (TAs) support them academically and socially. Little is known about the impact of the TA from autistic students’ points of view. This qualitative study aimed to understand the perceptions of autistic high school graduates regarding their experiences with their TA. Fourteen autistic young adults (ages 19–27) who had graduated from general high schools in which a TA had accompanied them were individually interviewed. The thematic analysis showed a complex response. The strongest negative responses reflected unsuitable educational support, unnecessary dependencies, and disrupted social interactions with classmates. It seems that personal TAs can hinder the student’s learning and social interactions. Therefore, it is essential to hear autistic students’ suggestions about what can improve their inclusion experience in general high school and ensure that the students are both aware of and involved in the support options available to them.
Acknowledgements
The author wishes to thank Prof. Shunit Reiter for her help in preparing this manuscript.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Disability advocates and scholars argue that it is crucial not to separate identity-defining features, such as autism, from the individual (Kenny et al. Citation2016; Taboas, Doepke, and Zimmerman Citation2023). They emphasize that using identity-first language promotes a more holistic understanding and recognition of the person. Therefore, using identity-first language recognizes that autism is an inherent part of an individual’s identity and should not be treated as a separate entity (Botha, Hanlon, and Williams Citation2023).
2 Also referred to herein as TAs, though the term TA is internationally known by a variety of names.
Additional information
Notes on contributors
Mati Zakai-Mashiach
Mati Zakai-Mashiach, as a lecturer and researcher specializing in autism and the inclusion of students with disabilities into the general education system, my work focuses on creating inclusive environments where every student can thrive. With a passion for research, I am dedicated to advancing the field of special education and promoting equity and acceptance in the education system and society.