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(2007) Forsyth, Graham; Zehner, Bob; McDermott, RuthReportOver 100 academics attended this one-day forum to discuss challenges and opportunities they encounter in studio teaching in architecture, art and design. The focus of the day was to identify shared and contrasting approaches to studio and to begin to prioritise issues that arise in these disciplinary areas. This report is a compilation of the day’s discussions and serves as a scoping exercise for further research on curriculum development in studio teaching.
(2005) Cranney, Jacquelyn; Kofod, Michelle; Huon, Gail; Jensen, Lene; Levin, Kirsty; McAlpine, Iain; Whitaker, NoelConference Paper
(2005) Fang, Wenzhong; Jin, Putai; Low, Boon HongJournal Article
(1999) Lau, Ivy; Yeung, Alexander; Jin, Putai; Low, BoonJournal Article
“It’s a kind of complicated subject for me”: Peer Interaction Experiences of High School Girls on the Autism Spectrum(2024) Tso, MichelleThesisThe peer interactions that students have with their friends and classmates can influence their sense of school connectedness which impacts their academics and wellbeing. Though the peer interactions of high school girls on the autism spectrum are recognised to be challenging due to existing differences and difficulties in social communication, they remain understudied. Consequently, the aim of this research study was to develop an understanding of how high school girls on the autism spectrum experience peer interactions in school and how those experiences impact their school connectedness, as well as to identify other factors which may influence their school connectedness. An inclusive advisory group approach was employed with four females on the autism spectrum and one family member who provided feedback on the research methodology. The research was conducted with nine high school girls on the autism spectrum and one nominated friend using diverse qualitative methods including multiple in-depth semi-structured interviews, arts-based methods, and Word document and Qualtrics survey submissions. Reflexive thematic analysis of their data highlighted the heterogenous nature of their peer interactions which was influenced by their gender diversity, adolescence, autism-related experiences of masking, stigma, anxiety, and personal preference of enjoying time alone. High school girls on the autism spectrum had varied understandings and experiences of friendship within school and outside of school, and mixed experiences with their classmates. They desired and enjoyed friendships, and data from the nominated friend indicated friendship reciprocity. However, they still experienced difficulties making and maintaining friendships, and managing conflicts. Comfortable friendships and positive classmate interactions enhanced their school connectedness, whilst exclusion and bullying detracted from it. The relationships that they had with their teachers and their perception of the school setting also affected their school connectedness. The advisory group agreed with the findings and recommended them to schools. These findings have implications for theory, legislation and policy, practice, and future research. It is critical that the peer interactions and school connectedness of high school girls on the autism spectrum are enhanced through the provision of appropriate social skill supports and greater teacher education in autism and sex and gender-related autism differences.