An exploration of the perceptions of guidance counsellors and special class coordinators in relation to the accessibility of the Whole School Guidance Programme to students with autistic spectrum disorder in special classes in post-primary schools

The overall aim of this research is to explore the perceptions of Guidance Counsellors and Special Class Coordinators in relation to the accessibility of the Whole School Guidance Programme to students with Autistic Spectrum Disorder in Special Classes in post-primary schools. Within this study the literature review focuses on literature in the areas of Autistic Spectrum Disorder, special classes in post-primary schools, inclusion and the role of the Guidance Counsellor within special classes. The research was carried out with six participants, three Special Class Coordinators and three Guidance Counsellors. An interpretivist qualitative methodology was used, and semistructured interviews were conducted. The findings from this study indicate that not all students in ASD special classes have access to the Whole School Guidance Programme. There is some concern in relation to the lack of knowledge surrounding inclusive practice in relation to ASD special classes in post-primary schools. There is a need for collaboration to occur between the Guidance Counsellor and Special Class Coordinator to ensure students with ASD in special classes are supported throughout post-primary school and into further education. Finally, with the aim to improve students’ with ASD accessibility to the Whole School Guidance Plan a number of policy, practice and research recommendations are made