Introduction

In recent years, a previously invisible group of student has received more attention, girls with autism and their situation in school, both socially and pedagogically. Diagnosis criteria and most knowledge are previously based on boys (Kopp, 2010). The research today describes a group of girls that is marginalized and excluded, there are major difficulties that are not always visible as the girls strive to fit into the norm and struggle to achieve passing grades (Carpenter et al., 2019; Cook et al., 2018; Goodall & Mackenzie, 2019). This paper focus on the lived experience of participation in school context by semi-structured interviews with 11 girls with autism in secondary school. A large part of the previous research that exist comes from a psychological perspective, by having a focus on participation in a school context, the contribution of this study is a pedagogical perspective.

Girls with autism face difficulties both socially and pedagogically in daily school activities. According to Tomlins et al (2020) the school environment was experienced as stressful and difficult to manage. Moyse and Porter (2015) found four themes that gave difficulties during the day in school: the rules and norms, collaboration, completing school work and interaction with classmates during different activities. Socially the girls have a desire to have friends, but often feel excluded and alone, they experince difficulties to make friends and also to maintain a friendship (Myles et al, 2019; Cook et al, 2018).

The concept of participation is about being a part of something; it involves both an accessibility and a sense of belonging. According to World Health Organisation (2001) participation is about a persons engagement in their own life situation. In research there are two components that defines participation: accessibility to an acivity and the feeling of participation (Falkmer m. fl., 2012; Hodges m. fl., 2020; Simpson m. fl., 2019).

Aim and research question

Participation is an important factor in feeling included and recognized (WHO, 2001), which is a starting point for success in school and the rest of the society as well. The aim of this study is to investigate how girls with autism in secondary school experience participation in a school context.

How do girls with autism experience participation in their daily school life, both socially and pedagogically?

Theoretical framework

Point of departure in this study is that the society in its particular time and space create an understanding of each other through social constructions (Hacking, 1999). The constructions, the ideas, affect how we interact and also have an impact on self-awareness. Girls with autism is in fact objects, it is our concepts and beliefs which becomes a social construction. School as a space becomes important here, how the girls´self-images is created and re-created within the school as a space. Social constructions are created in communication and interaction with others.

A theoretical model for participation

To clarify and anderstand the concept of participation a theoretical model, developed by The Swedish National Agency for Special Needs education and Schools (SPSM, 2018) will be used both as a conceptual and analytic framework. The model shows that participation can be seen from six different aspects: accessibility, recognition, a sense of belonging, engagement, interaction and autonomy. These aspects provides a common language and a deeper understanding for the concept participation.  They are not individual parts that stand on their own independently of each other. Rather, it helps to clarify and visualize the complexity of participation.

Study Design This research study is a part of a thesis based on qualitative methods. To answer the research question semi-structured interviews (Kvale & Brinkmann, 2014) were conducted with 11 girls. The following criteria were met by the participants: girl, Autism diagnosis, age 13-15 years, mainstream school. The participants were found through snowball sampling; Social media, the researchers network and interest groups. Sensitive interviews The data was collected in the fall of 2022 and the interviews were conducted according to the participants wishes, such as at home, at school or the library. Some of the girls chose to have a companion with them and before the interview they were informed about the purpose and question. The researcher took time to get to know the participants, there intereset and well being. An empathetic approach was necessary during the interviews as some of the questions aroused emotions. There were ethical considerations as there is a power imbalance to be aware of between researcher and participants. The interviews took between 30-60 minutes each time, audio was recorded and later transcribed. Analysis The data were analyzed following Braun and Clarke (2006) thematic analysis which describe a theme as important findings about the data in relation to the research question. By using Braun and Clarke (2006) six phases of thematic analysis; familiarizing, generating initial codes, searching for themes, reviewing themes, defining and naming themes, producing the report, a deeper understaning of the data vill emerge. Ethical considerations Several dilemmas arise that need to be considered in accordance with good research practice (Vetenskapsrådet, 2017) such as the researcher´s previous knowledge and pre-understanding. According to Punch (2002) the way we see children affects the way we listen to them, which is essential to bare in mind in this study. In order to follow good research practice an informed consent is required and an ethical approval from the Swedish Ethical Review Board (Vetenskapsrådet, 2017) D nr 2022-01274-01. Limitations There is a lack of comparative study with boys, as well as with girls with intellectual disability. The participants are mainly from the swedish middle class, there is a lack of perspective from other backgrounds and lived experience. It is a difficult group to find, so this study can hopefully contribute with a deeper understanding and is seen as a piece of the puzzle where more research needs to be done.

Expected Findings A first level of analysis show that there are themes which are important to shred light upon, such as to Be seen and heard, A feeling of belonging and Autism stereotypes and misconceptions. Furthermore, there is also a need for a deeper discussion and reflection about disability, gender, diversity, adolescence and equity within the school context. This areas in the field of Educational Research has a relevance in an international and European context. Dilemmas about every childs´right to education and our understanding of diversity is of utmost importance regardless of country, but need to be understood in their own context.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Qualitative research in psychology, 3(2),77-101. https://doi.org/10.1191/1478088706qp063oa Carpenter, B., Happé, F., & Egerton, J. (2019). Girls and autism : educational, family and personal perspectives. Abingdon, Oxon New York, NY : Routledge. Cook, A., Ogden, J., & Winstone, N. (2018). Friendship Motivations, Challenges and the Role of Masking for Girls with Autism in Contrasting School Settings European journal of special needs education, 33(3), 302-315. https://doi.org/10.1080/08856257.2017.1312797 Falkmer, M., Granlund, M., Nilholm, C., & Falkmer, T. (2012). From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions Developmental neurorehabilitation, 15(3), 191-201. https://doi.org/10.3109/17518423.2012.671382 Goodall, C., & Mackenzie, A. (2019). Title: what about my voice? Autistic young girls' experiences of mainstream school European journal of special needs education, 34(4), 499-513. https://doi.org/10.1080/08856257.2018.1553138 Hacking, I. (1999). The Social Construction of What? Harvard University Press. Hodges, A., Joosten, A., Bourke-Taylor, H., & Cordier, R. (2020). School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum. Research in developmental disabilities, 97. https://doi.org/10.1016/j.ridd.2019.103550 Kopp, S. (2010). Girls with social and/or attention impairments. Göteborg: Intellecta Infonolog AB. Kvale, S. & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur. Moyse, R., & Porter, J. (2015). The experience of the hidden curriculum for autistic girls at mainstream primary schools. European journal of special needs education, 30(2), 187-201. https://doi.org/10.1080/08856257.2014.986915 Myles, O., Boyle, C., & Richards, A. (2019). The Social Experiences and Sense of Belonging in Adolescent Females with Autism in Mainstream School Educational & Child Psychology, 36(4), 8-21 Punsch, S. (2002). Research with children. The same or different from research with adults? Childhood SAGE Publications, London, Thousand Oaks and New Dehli, Vol. 9(3) :321-341 Simpson, K., Adams, D., Bruck, S., & Keen, D. (2019). Investigating the participation of children on the autism spectrum across home, school, and community: A longitudinal study. Child, Care, Health and Development, 45(5), 681-687 https://doi.org/10.1111/cch.12679 SPSM, Specialpedagogiska skolmyndigheten, 2018. Delaktighet – ett arbetssätt i skolan. Hämtad 2020-02-10 från: www.spsm.se/webbutiken Tomlinson, C., Bond, C., & Hebron, J. (2020). The school experiences of autistic girls and adolescents: a systematic review European journal of special needs education, 35(2), 203-219.https://doi.org/10.1080/08856257.2019.1643154 Vetenskapsrådet (2017). Good research practice, Vetenskapsrådets rapportserie 3:2011. Hämtad från:https://publikationer.vr.se/en/product/good-research-practice/ World Health Organisation (2001). ICF, International Classification of Functioning and Disability. Geneve: Assessment, Classification and Epidemiology Group, WHO.