"It is like you are in a golden cage": How autistic students experience special education classrooms in general high schools.

This study interviewed 12 autistic adults about their high school experience in special autism classrooms within regular schools. Three main issues emerged: classrooms had very different students with varying needs, students felt excluded and labeled, and they experienced confusion about their identity. The research shows we need to listen more to autistic students' own experiences when designing educational programs.

This qualitative study examined the retrospective experiences of 12 autistic high school graduates (aged 19-27) who attended specialized autism classrooms within general high schools. Using interpretative phenomenological analysis and semi-structured interviews, researchers identified three main themes describing participants' experiences: challenges with student heterogeneity within these classrooms, feelings of exclusion and being labeled, and identity confusion. The study highlights the need to better understand autistic students' perspectives on this educational model and emphasizes that their voices should inform inclusive education policy and practice. The research provides valuable insights into how specialized autism classrooms are experienced by students themselves.

Educational planning should prioritize autistic students' perspectives and experiences. Specialized autism classrooms need careful consideration of student heterogeneity and potential negative impacts on identity and inclusion. Policy development should incorporate direct feedback from autistic individuals about their educational experiences.

Small sample size of 12 participants. Retrospective design may introduce recall bias. Limited to high-functioning autistic individuals aged 19-27. Findings may not generalize to all autistic students or different educational settings. Single qualitative study without comparison groups.

Students with autism spectrum disorder (ASD) often grapple with the challenges and demands of a general school environment. To date, studies have focused on inclusion within that environment, not distinguishing the experience of students in ASD special education classrooms within the general school. This study examined the retrospective perceptions of high-functioning autistic high school graduates who had been in ASD special education classrooms in general high schools to understand their experience, learn about their needs, and enhance future educational experiences. Using interpretative phenomenological analysis (IPA) as a methodological framework, semi-structured interviews were conducted with 12 autistic individuals aged 19-27 that were enrolled in those particularized classrooms during high school.

Data were analyzed using Thematic Analysis. Three overarching themes were identified: (1) the challenge of heterogeneity among students in these classrooms; (2) exclusion and labeling; and (3) identity confusion. The findings of this paper highlight the need for greater attention to the voices and experiences of individuals with ASD regarding this educational model of ASD special education classrooms in general schools. Participants' perceptions about their educational experience in ASD special education classrooms need to be addressed at all levels of inclusive policy and practice.