Exploring the Role of a Special Class Setting in Supporting the Education of Pupils with Autism in a Mainstream School

Autism can have implications for educational engagement. This creates a need for appropriate educational support. A growing model of support provision is the concept of a special class setting co-located within a mainstream school. This doctoral thesis aims to investigate the role of a special class setting in supporting the education of pupils with autism in a mainstream school. This is approached through completion of a systematic literature review and an empirical journal article. Through a process of narrative synthesis, systematic literature review results were integrated to establish current understandings on the role of a special class setting. Empirical journal article research then extended such knowledge through completion of case study of a special class setting in a mainstream primary school in Ireland, from a complex dynamic systems perspective. Research findings highlighted the contributory role of a special class setting in facilitating educational support for pupils with autism, and identified areas where further development may enhance support provision. Findings are discussed in respect of implications for practice, policy, and future research