Examination of school participation, environmental supports and barriers of students with autism

The process of participation in school activities is affected by the limitations in social skills and repetitive behaviors characterized in children with autism spectrum disorder. It is important to determine the environmental factors that prevent and support the participation of children with autism spectrum disorder who have these characteristics in school in order to increase participation. This work; In this study, it is aimed to compare the school participation levels, environmental support and barriers in the school environment of primary school (1-2-3-4. grade) students who continue to education in inclusive education environments (inclusion schools) and who are not affected by ASD, and compare them with their peers who are not affected by ASD. In line with the purpose, the study was designed as a causal comparison research from quantitative research; The data were collected through the Participation and Environment Measure (PEM-CY) to measure the frequency and level of participation in school activities, the demographic information form, and the question to determine the support need levels of students with autism spectrum disorder. The parents of 33 typically developing students and 79 students with autism spectrum disorder participated in the study and the obtained data were analyzed statistically. It was found that the school participation of children with autism spectrum disorder were significantly lower when compared to their typically developing peers.