‘Why are we an ignored group?’ Mainstream educational experiences and current life satisfaction of adults on the autism spectrum from an online survey

Abstract

Adults on the autism spectrum are significantly under-represented in research on educational interventions and support, such that little is known about their views and experiences of schooling and how this prepared them for adult life. In addition, ‘good outcomes’ in adult life are often judged according to normative assumptions and tend not to include the views of adults on the autism spectrum directly. This study reports the findings from an online survey that sought the views of adults on the autism spectrum about their current life satisfaction as well as their views about school. Fifty-five respondents, most of whom attended mainstream schools and were diagnosed later in life, completed the survey. Respondents were least satisfied with their current employment situation and most satisfied with personal relationships and friendships. More than half of the group said they had friends that they know or meet on the Internet. Overall, there was a significant positive correlation between experiences at school and ratings of current life satisfaction, with the younger respondents being generally more positive about the support they had received. There was substantial individual variation in responses also, demonstrating the importance of understanding and respecting personal views, circumstances and aspirations.

Keywords:

• adult outcomes
• life satisfaction
• school experiences
• voice and inclusion
• autism spectrum

Acknowledgements

I am very grateful to the project team who worked on the larger project, of which this survey is a part (see Wittemeyer et al. 2011), and to Willeke Rietdijk for valuable assistance with data collection and analysis; Kate Silver for input into the design of the survey; and Christian Bokhove, as well as the anonymous reviewers, for helpful comments on an earlier draft of this paper.

Notes on contributor

Dr Sarah Parsons is Head of the Centre for Social Justice and Inclusive Education at the University of Southampton. Following a Ph.D. in developmental psychology at the University of Nottingham, Sarah has led and managed a range of disability-related research projects and has particular interests in the use of innovative technologies for children with autism and the views and experiences of disabled children and their families.

Additional information

Funding

This research was funded by the Autism Education Trust.