Published
March 9, 2021
| Pages: | Views: 746
Abstract
This manuscript highlights a major finding from a larger study conducted in the United States that used phenomenological interviews with adults with autism who typed to communicate. Participants shared their United States educational experiences before and after learning to type. This finding focused on how disability studies in education and the development of inclusive spaces, such as those designed for lesbian, gay, bisexual, transexual, and queer or questioning (LGBTQ) students, may change the way in which educators support students with autism in developing and sustaining natural and meaningful friendships. Thus, this paper examined the social experiences of one participant who had an inclusive education from preschool through college graduation, and whose experience with participation in a social club, described as an acceptance coalition for the LGBTQ community, can influence the way in which educators provide support for building relationships with peers beginning in the elementary school setting.
Listen -
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.
Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research and Practice for Persons with Severe Disabilities, 37(2), 89-99.
Bodfish, J. W. (2004). Treating the core features of autism: Are we there yet? Mental Retardation and Developmental Disabilities Research Reviews, 10(4), 318–326. https://www.doi. org/10.1002/mrdd.20045
Carrington, S. (1999). Inclusion needs a different school culture. International Journal of Inclusive Education, 3(3), 257–268. https://doi. org/10.1080/136031199285039
Connor, D. J., Gabel, S. L., Gallagher, D. J., & Morton, M. (2008) Disability studies and inclusive education—Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5–6), 441–457. https://doi. org/10.1080/13603110802377482
Cook, B. G., Tankersley, M., & Harjusola-Webb, S. (2008). Evidence-based practice and professional wisdom: Putting it all together. Intervention in School and Clinic, 44(2), 105–111. https://doi. org/10.1177/1053451208321566
Corbett, J. (1999). Inclusive education and school culture. International Journal of Inclusive Education, 3(1), 53–61. https://doi.org/10.1080/136031199285183
Cosier, M., & Ashby, C. (2016). Disability studies and the “work” of educators. In M. Cosier & C. Ashby (Eds), Enacting change from within: Disability studies meets teaching and teacher education (pp. 61–81). Peter Lang Publishing.
Council for Exceptional Children. (2008). Classifying the state of evidence for special education professional practices: CEC practice study manual.
Davis, B., Stafford, M., & Pullig, C. (2014). How gay-straight alliance groups mitigate the relationship between gay-bias victimization and adolescent suicide attempts. Journal of the American Academy of Child and Adolescent Psychiatry, 53(12), 1271–1278. https://www. jaacap.org/article/S0890-8567(14)00662-5/pdf
Donnellan, A., Hill, D., & Leary, M. (2010). Rethinking autism: Implications of sensory and movement differences. Disability Studies Quarterly, 30(6), 1–11. https://doi.org/10.3389/fnint.2012.00124
Fetner, T., & Kush, K. (2008). Gay-straight alliances in high schools: Social predictors of early adoption. Youth & Society, 40(1), 114–130. https:// doi.org/10.1177/0044118X07308073
Interactive Autism Network Community. (2010, June 15). Autism treatment: What do we really know? http://www.iancommunity.org/cs/what_do_ we_know/overview
Kitchin, R. M. (2000). The researched opinions on research: Disabled people and disability research. Disability & Society, 15(1), 25–47. https:// doi.org/10.1080/09687590025757
Kosciw, J., Greytak, E., Zongrone, A., Clark, C., & Truong, N. (2018). The 2017 national school climate survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our national schools. GLSEN.
Lee, C. (2002). The impact of belonging to a high school gay/straight alliance. The High School Journal, 85(3), 13–26. https://doi.org/10.1353/ hsj.2002.0005
Linton, S. (1998). Claiming disability: Knowledge and identity. New York University Press.
McKee, A., & Sandoval Gomez, A. (2020). The voices of typers: Examining the educational experiences of individuals who use facilitated communication. Disability Studies Quarterly, 40(4). http://dx.doi.org/10.18061/dsq.v40i4.6981
Mena, M. A., Rodriguez-Navarro, J. A., Ros, R., & De Yebenes, J. G. (2008). On the pathogenesis and neuroprotective treatment of Parkinson disease: What have we learned from the genetic forms of this disease? Current Medicinal Chemistry, 15(23), 2305–2320. https://doi. org/10.2174/092986708785909148
Mesibov, G. B., & Shea, V., (2011). Evidence-based practices and autism. Autism, 15(1), 114–133. https://doi.org/10.1177/1362361309348070
National Autism Center. (2016). National Autism Center’s National Standards Project (2006-2016). May Institute. http://www.nationalautismcenter. org/about/development.php
Pearpoint, J., & Forest, M. (1992). Forward. In S. Stainback & W. Stainback (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students (pp. xv-xviii). Paul H. Brookes.
Poteat, V., Yoshikawa, H., Calzo, J, Russel, S., & Horn, S. (2017). Gay-straight alliances as settings for youth inclusion and development: Future conceptual and methodological directions for research on these and other student groups in schools. Educational Researcher, 46(9), 508–516. https://doi.org/10.3102/0013189X17738760
West, E. E., McCollow, M., Kidwell, J., Umbarger, G., & Cote, D. L. (2013). Current status of evidence-based practice for students with intellectual disability and autism spectrum disorders. Education & Training in Autism & Developmental Disabilities, 48(4), 443–455. https://www.jstor. org/stable/24232502
Affiliations
Audri Sandoval Gomez
Chapman University
Kevin Stockbridge
Chapman University
Downloads
Download data is not yet available.