Educational ideology and the autistic student: findings from a pilot study involving Q-sort methodology

Milton, Damian (2014) Educational ideology and the autistic student: findings from a pilot study involving Q-sort methodology. In: Barrie, Richard and Morris, Becky and Perry, Tom and Hand, Michael, eds. Papers from the Education Doctoral Research Conference Saturday 16th November 2013. University of Birmingham, Birmingham, UK, pp. 84-90. ISBN 9780704428415. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Abstract

This paper reflects upon the initial stages of a project being conducted at London South Bank University (LSBU) regarding mentoring for young adults who are on the autism spectrum, locating problematic issues with current guidance, before giving an overview of the proposed project and its methodology. Much guidance that has been written for preparing and supporting people on the autism spectrum in post-compulsory education has been done so from a clinician’s perspective (VanBergeijk et al. 2008, Gelbar et al. 2014). Where there are some possibly valuable insights in such accounts, they would be open to criticism by a number of autistic scholars and activists (Milton, 2012a, 2014). Upon review of current practice guidance, this project will offer an alternative to student mentoring guided by the Personal Construct Theory (PCT) of George Kelly (1955).

Item Type: Book section
Uncontrolled keywords: Autism, Mentoring, Training, PCT
Subjects: R Medicine > RC Internal medicine > RC553.A88 Autism. Asperger's syndrome
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Tizard
Depositing User: Damian Milton
Date Deposited: 14 Aug 2017 07:56 UTC
Last Modified: 29 May 2019 19:19 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/62650 (The current URI for this page, for reference purposes)
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