Reframing Autism in a Mainstream Classroom via the Constructs of Inclusion and Stigma

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Xuereb, K. & Lawson, W. (2019). Reframing Autism in a Mainstream Classroom via the Constructs of Inclusion and Stigma. Journal of Intellectual Disability - Diagnosis and Treatment, 7(3), 57-67. https://doi.org/10.6000/2292-2598.2019.07.03.1

Journal or book title
Journal of Intellectual Disability - Diagnosis and Treatment
Publisher
Lifescience Global
Volume
7
Issue
3
Pages
57-67
Publication date: 6 Aug 2019 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
Publisher source (DOI) OpenAlex source

This publication is integrated into AutiHub through:

Authors

Publication authors
2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Kevin Xuereb
  2. Wenn Lawson *

Abstract

An investigation was undertaken to explore the social environment in a mainstream classroom that housed both non-autistic and autistic students. The research focus was to see if engaging students in a particular programme, successfully reduced stigma. The research is founded upon the concept of autism as part of neurodiversity rather than only disorder. It posits affective and social outcomes of inclusive education can be a reality once stigma is exposed and autism, reframed. The literature reviewed yielded valuable insights into how best to support the rationale of this study to prepare typical classmates for entry of autistic children. Method: Via a single case-study, an engaging and interactive Peer Preparation Programme (PPP) provided opportunities for the pupils and the focus child to interact with each other; enabling them to acquire knowledge about themselves, each other, autism and ways to minimise the negative impact of stigma. Results: Findings indicated a considerable increase in empathetic attitudes, spontaneous interactions, peer awareness, positive peer imitations and peer advocacy. Conclusions: To reframe autism within mainstream classrooms, although conscious this is a single case-study, the program helped pupils comprehend the sensitive issues of social stigma and encourage empathy in practice.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 3 Oct 2026 01:00.

Cited references
61
With a DOI
37
Without a DOI, from raw bibliography text
24
2 / 61 (3.3%) cited references include at least one author identified as autistic.
References with data to complete
25 / 61 (41.0%)
References with detected author names
36 / 61 (59.0%)
Without detected author names
25
Without a structured title
24
Without a stable identifier
24
References with raw author names still to review
23
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
88
From DOI or external metadata
88
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
23
8 / 88 (9.1%) names are linked to an author already present in AutiHub. 80 / 88 (90.9%) names are not yet linked.
Names linked to a person identified as autistic
2 / 88 (2.3%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 2 / 8 (25.0%). Distinct people identified as autistic: 1 / 83 (1.2%).
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