a1 School of Learning and Professional Studies, Queensland University of Technology, Australia. firstname.lastname@example.org
a2 Centre for Learning Innovation (CLI), Queensland University of Technology, Australia.
a3 School of Learning and Professional Studies, Queensland University of Technology, Australia.
Supporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.
c1 Address for correspondence: Dr Beth Saggers, School of Learning & Professional Studies, Faculty of Education, Queensland University of Technology, Victoria Park, Kelvin Grove, Brisbane, QLD 4059, Australia.