Werff, Hedwig van der (2024) Einstein Class: Intervention to Reduce Secondary School Dropout of students with Autism Spectrum Disorder. Master thesis, Pedagogical and Educational Sciences.
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Abstract
Many students with Autism Spectrum Disorder (ASD) face significant challenges during secondary education (Nuske et al., 2018). The Einstein Class is a new intervention designed to address these challenges by offering both education and specialized care for students with ASD under one roof. The primary goal of the Einstein Class is to reduce dropout rates among students with ASD. However, until now, no studies have explored the effectiveness of this intervention in achieving its goal. This study aims to fill that gap by employing a mixed methods approach. We analysed dropout rates before and during the implementation of the Einstein Class, including descriptive review of the total number of students with ASD at both the Einstein Class and its parent school, AMS, as well as their dropout rates. Additionally, we conducted in-depth interviews with teachers and coaches/pedagogues to explore intervention's effectiveness. Including a stratified sample of five teachers and five coaches/pedagogues from the Einstein Class, who were interviewed about their perspectives on the impact, benefits and challenges of the intervention. The interviews were subjected to a thematic content analysis. Following the implementation of the Einstein Class, dropout rates initially increased but later decreased at both Einstein Class and AMS. Notably, the dropout rates were lower at Einstein Class compared to AMS and the national average. Additionally, the number of students enrolled in the Einstein Class tripled over its five-year existence. Teachers and coaches/pedagogues reported several positive aspects of the Einstein Class, including the variety of care provided, effective collaboration between parents and coaches, and the support offered during educational transitions. However, they also identified challenges, such as the varying learning paces of students, issues related to peer acceptance by students without ASD, the need for regular evaluations, and gaps in support during the transition to postsecondary education. In conclusion, while it remains unclear whether the Einstein Class fully meets its goal of reducing dropout rates, it does effectively address the needs of students with ASD, according to the experiences of teachers and coaches/pedagogues. This suggests that the Einstein Class makes a valuable contribution to inclusive education.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Sluiter-Oerlemans, A.M. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Youth 0-21, Society and Policy [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 13 Sep 2024 06:29 |
| Last Modified: | 13 Sep 2024 06:29 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4377 |
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