Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Autistic Students and Learning Partnerships

Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_430-1
  • 22 Downloads

Introduction

Autism as a neurological condition and how it influences an individual’s learning, development and life is complex, but is increasingly being better understood as its prevalence grows. Autism is an aspect of neurodiversity, and there are at least two key developments in the past two decades. First, the rapid advancement in neuroimaging techniques have demystified some long-held beliefs about autism and its disabling pathologizations, and second, theories of autism are being challenged by none other than autistic individuals themselves. In tandem, as researchers, educators, and scholars have moved to include authentic voices of autistic individuals, the once silent landscape of autistic voices is increasingly becoming audible on things that matter to them. This includes the clear admonishing of the term “disorder” in describing autism.

The changing perceptions of autism towards actively including autistic students in their learning and the importance of authentic learning...

This is a preview of subscription content, log in to check access.

References

  1. Conn, C., Lewis, M., & Matthews, S. (2020). An analysis of educational dialogue as support for learning for young pupils with autism in mainstream schools. International Journal of Inclusive Education, 24(3), 251–265.  https://doi.org/10.1080/13603116.2018.1458254.CrossRefGoogle Scholar
  2. Cunningham, M. (2020). ‘This school is 100% not autistic friendly!’ Listening to the voices of primary-aged autistic children to understand what an autistic friendly primary school should be like. International Journal of Inclusive Education.  https://doi.org/10.1080/13603116.2020.1789767.
  3. Lilley, R. (2015). Trading places: Autism Inclusion Disorder and school change. International Journal of Inclusive Education, 19(4), 379–396.  https://doi.org/10.1080/13603116.2014.935813.
  4. Milton, D. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability & Society, 27(6), 883–887.  https://doi.org/10.1080/09687599.2012.710008.CrossRefGoogle Scholar
  5. Scott-Barrett, J., Cebula, K., & Florian, L. (2019). Listening to young people with autism: Learning from researcher experiences. International Journal of Research & Method in Education, 42(2), 163–184.  https://doi.org/10.1080/1743727X.2018.1462791.CrossRefGoogle Scholar
  6. United Nations General Assembly. (1989). United Nations Convention on the Rights of the Child, Geneva: United Nations.Google Scholar
  7. Wood, R. (2020). The wrong kind of noise: Understanding and valuing the communication of autistic children in schools. EducationalReview, 72(1), 111–130.  https://doi.org/10.1080/00131911.2018.1483895.CrossRefGoogle Scholar

Authors and Affiliations

  1. 1.Institute of EducationMassey UniversityPalmerston NorthNew Zealand

Section editors and affiliations

  • Roseanna Bourke

There are no affiliations available