Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder

The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps a...

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Bibliographic Details
Published in:Emotional and behavioural difficulties 2023, Vol.28 (1), p.32-51
Main Author: Taneja Johansson, Shruti
Format: Article
Language:English
Subjects:
ADHD
Attention Deficit Hyperactivity Disorder
Autism
Autism Spectrum Disorders
autism, review, school
Clinical Diagnosis
Educational Research
Educational Sciences
Elementary Secondary Education
Ethnicity
Experience
Foreign Countries
Gender Differences
Instructional Program Divisions
Medical diagnosis
Racial Differences
Representativeness
Research Methodology
review
Sampling
school
Secondary schools
Social classes
Socioeconomic Status
Student Characteristics
Students with Disabilities
Utbildningsvetenskap
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Summary:The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of this body of research in relation to the publication context and research methodology. Studies were identified through a systematic scoping review of research published between January 2000 and December 2021 in four electronic databases and a subsequent ancestry search. Fifty-eight articles met the inclusion criteria. The results show an increased research interest in first-person accounts of schooling from 2016 onwards. The autism voice dominated over ADHD and was strongly skewed towards the academically able group. There was an overrepresentation of boys and secondary school children across the studies. Characteristics such as the child's social class, ethnicity and socioeconomic background were largely neglected, with details associated with the diagnosis being foregrounded. Interviewing was the main method used, and student perspectives were often accompanied by other data sources. The article concludes with a discussion on the silencing of already marginalised sub-groups and the importance of approaching research as an ethical enterprise.
ISSN:1363-2752
1741-2692
1741-2692
DOI:10.1080/13632752.2023.2202441