"I Was Like a Bird Without Wings": Autistic Women's Retrospective Experiences in General Schools.

This study interviewed autistic women about their experiences in regular schools growing up. The women described feeling like 'birds without wings' - struggling to fit in and get the support they needed. The research shows that autistic girls face unique challenges in mainstream schools that aren't always recognized by teachers. The study suggests schools need better understanding of how autism shows up differently in girls compared to boys.

This qualitative study explored the retrospective educational experiences of autistic women who attended mainstream schools from elementary through high school. Using semi-structured interviews and thematic analysis, researchers examined the unique challenges and needs of autistic females in inclusive educational settings. The participants described their educational journey as complex, with the metaphor 'like a bird without wings' capturing their sense of limitation within the general education system. The study identified key issues specific to different educational levels and highlighted the need for greater recognition of autistic females' behavioral patterns in both research and educational practice.

The findings provide important insights for educators and schools working with autistic girls and women.

Findings suggest mainstream schools need improved recognition of autistic females' unique behavioral patterns and support needs. Educational professionals should consider gender-specific approaches to inclusion. The complex nature of autistic females' school experiences indicates need for individualized support strategies across different educational levels and developmental stages.

Sample size not reported, limiting generalizability. Retrospective design may introduce recall bias. Qualitative methodology limits statistical inference. No comparison with autistic males or control groups. Specific demographic characteristics of participants not provided in abstract.

Autistic individuals' experience of the inclusion process is poorly understood, especially that of female pupils. This study retrospectively explored the views of autistic women who were included in general schools throughout childhood and adolescence, from elementary to high school, to understand their unique experiences and learn more about their needs in general schools. Semi-structured interviews were conducted, data were thematically analyzed, and key issues emerged pertaining to each educational level. The women described a complex journey within the general education system.

Their responses highlight the need for greater attention to autistic females' patterns of behavior in research and practice. Implications and recommendations for educators and schools are provided, and directions for future research are outlined.