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Cited by 587Autism Spectrum Disorder ResearchInclusion and Disability in Education and SportInclusive Education and Diversity

`Make me normal': The views and experiences of pupils on the autistic spectrum in mainstream secondary schools

Humphrey, Neil, Lewis, Sarah·2008·Autism
DOI 10.1177/1362361307085267
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Abstract

Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being `retarded' or having a `bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to `fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented.

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63 of 63 references verified0 citation errors · 0 not checkable

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  • In the face of constant negative messaging, especially combined with more generalised discrimination against disabled people, considerable stigma is associated with the autism label.

    “In the face of this constant negative messaging, especially combined with more generalised discrimination against disabled people, it is unsurprising that considerable stigma is associated with the autism label.”

    From Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science (2022) · cites this paper as Humphrey & Lewis, 2008

  • Studies with young autistic people in particular have found that they often construe themselves as 'different' to neurotypical people in a negative way.

    “Studies with young autistic people in particular have found that they often construe themselves as ‘different’ to neurotypical people in a negative way (Cribb, Kenny, & Pellicano, 2019; Humphrey & Lewis, 2008; Shattuck et al., 2014; Williams, Gleeson, & Jones, 2019).”

    From Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science (2022) · cites this paper as Humphrey & Lewis, 2008

  • Many autistic people want to be accepted for being "who they are" and take pride in being neurodivergent.

    “Many autistic people want to be accepted for being “who they are” and take pride in being neurodivergent, a term (alongside neurodiversity) used to describe differences in the way people think, with diversity in the brain an important and celebrated part of human variation (Cage et al. 2016a; Humphrey and Lewis 2008; Hurlbutt and Chalmers 2002; Jaarsma and Welin 2012; Robertson 2009).”

    From Experiences of autism acceptance and mental health in autistic adults (2018) · cites this paper as Humphrey and Lewis 2008

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Authors
Humphrey, N., & Lewis, S.
Affiliations
University of Manchester (GB)
ORCID
Humphrey, Neil
Venue
Autism
Publisher
SAGE Publications
Published
2008-01
Volume
12
Issue
1
Pages
23-46
ISSN
  • 1362-3613 (ISSN-L)
  • 1461-7005
DOI
10.1177/1362361307085267
OpenAlex
W2119717901
Cited by
587
References
63
Citations by year
2026: 31 · 2025: 30 · 2024: 38 · 2023: 44 · 2022: 47 · 2021: 37 · 2020: 32 · 2019: 48 · 2018: 31 · 2017: 36 · 2016: 38 · 2015: 34 · 2014: 33 · 2013: 21 · 2012: 31
FWCI
9.68
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Autism (publishedVersion)
  • PubMed (publishedVersion)
  • Research Explorer (The University of Manchester) (submittedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
  • Social Sciences › Education › Inclusive Education and Diversity
Keywords
Asperger syndrome, high-functioning autism, mainstream education, student experience, peer relationships, teacher-student relationship, fitting in, self-perception, inclusive education, high school students
MeSH terms
Adaptation, Psychological, Adolescent, Autistic Disorder, Child, England, Female, Humans, Interpersonal Relations, Interview, Psychological, Mainstreaming, Education, Male, Intellectual Disability, Peer Group, Self Concept, Sick Role, Social Adjustment, Writing, Asperger Syndrome

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