Exploring the experiences of Autistic Pupils who avail of dual Mainstream and Special Class provision in Irish Primary Schools

This paper explores some current research on the experiences of autistic pupils who avail of dual mainstream and special class provision in Irish primary schools. The focus of this research is on the lived experiences of autistic pupils, whose voices up until now have been excluded from conversations on the appraisal of the national policy for the inclusion of autistic pupils. This research employed qualitative methods using a mosaic approach to empower pupil participation and in doing so further amplifying the voices of autistic pupils from four to twelve years of age. Emerging findings firstly highlight the prevalence of masking among autistic pupils coupled with a realisation by the children that they are different from their neurotypical peers. Secondly the autism classes are seen as being a safe haven by the pupils, who feel understood and enabled to be their full selves in the supportive environment it provides. Finally, there is a striking disconnect between what the pupils' voices and the adult voices each have to say. This highlights a tension between the voices which are the loudest and which are often favoured to advocate on behalf of these children in policy formation and appraisal