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Reflections on the value of autistic participation in a tri-national teacher training project through discourses of acceptance, othering and power

Wood, Rebecca, Milton, Damian (2018) Reflections on the value of autistic participation in a tri-national teacher training project through discourses of acceptance, othering and power. British Journal of Special Education, 45 (2). pp. 157-171. ISSN 0952-3383. (doi:10.1111/1467-8578.12216) (KAR id:66813)

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Abstract

The Transform Autism Education (TAE) project is a tri-national teacher training scheme involving Greece, Italy and the UK, whose purpose is to set up training projects to facilitate the educational inclusion of autistic children. Running over three years from 2014 to 2017, the involvement of autistic participants has been the source of some discussion. Here, TAE team members Wood and Milton reflect on narratives of participation, acceptance and struggle which emerged during a workshop they ran in Greece. Derived from 11 non?autistic and two autistic participants, and analysed via discourse analysis, these stories suggest a high value placed on autistic participation by non?autistic TAE team members, but an unwitting tendency to ‘other’ autistic people and a lack of awareness of the power differential. Meanwhile, as the autistic team members describe how educational and social participation can be achieved, the implications for autism education researchers and practitioners are discussed.

Item Type: Article
DOI/Identification number: 10.1111/1467-8578.12216
Uncontrolled keywords: Autism, Participation, Narrative, Discourse
Subjects: H Social Sciences
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Damian Milton
Date Deposited: 23 Apr 2018 11:25 UTC
Last Modified: 05 Nov 2024 11:06 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/66813 (The current URI for this page, for reference purposes)

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