I need 500 words for review on ; Evaluate and discuss different descriptions and understandings of autism, incorporating different models of disability into the analysis. As part of your discussion, y

Autism Spectrum Condition and Educational Approaches

Core

Lawson, W. (2008) Concepts of Normality (The Autistic and Typical Spectrum). London: Jessica Kingsley Publishers. A key text by autistic academic Dr Wenn Lawson (and others) on how conceptualise autism, and avoid pathology-based approaches.

Murray, D., Lesser, M. and Lawson, W. (2005) ‘Attention, monotropism and the diagnostic criteria for autism.’ Autism 9, 2, 136–156. Important article in which a key aspect of autism – monotropism – is discussed.

https://www.semanticscholar.org/paper/Attention%2C-monotropism-and-the-diagnostic-criteria-Murray-Lesser/150be9f091403f16696884977b09385ed380c06d

Pellicano, E., Dinsmore, A. and Charman, T. (2014) A Future Made Together: Shaping Autism Research in the UK. London: Institute of Education. https://discovery.ucl.ac.uk/id/eprint/10017703/ This accessible report on different research priorities can be downloaded from this link.

Wood, R. (2019) Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom. London and New York: Jessica Kingsley Publishers. This is the core textbook covering different aspects of autism, education and inclusion. It can be downloaded for free from the UEL library or a hard copy can be borrowed.

Arnold, L. (2013) ‘The social construction of the savant.’ Autonomy, the Critical Journal of Interdisciplinary Autism Studies 1, 2, 1–8. http://www.larry-arnold.net/Autonomy/index.php/autonomy/article/view/OP2/pdf Article by autistic academic Dr Larry Arnold on how autistic people are presented by others, including when they have very high abilities.

Baird, G., Simonoff, E., Pickles, A., Chandler, S. et al. (2006) ‘Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: The Special Needs and Autism Project (SNAP).’ The Lancet 368, 9531, 210–215. A key text on autism prevalence.

Link to article via UEL Library Search :

https://uel.primo.exlibrisgroup.com/permalink/44UEL_INST/6u551o/cdi_proquest_miscellaneous_68649788

Baron-Cohen, S., Leslie, A. and Frith, U. (1985) ‘Does the autistic child have a “theory of mind”?’ Cognition 21, 1, 37–46. http://www.autismtruths.org/pdf/3.%20Does%20the%20autistic%20child%20have%20a%20theory%20of%20mind_SBC.pdf Article exploring one of the key psychological theories in relation to autism: Theory of Mind (often abbreviated to ToM).

Baron-Cohen, S. (2002a) ‘Is Asperger Syndrome necessarily viewed as a disability?’ Focus on Autism and Developmental Disabilities 17, 3, 186–191. http://docs.autismresearchcentre.com/papers/2002_BC_ASDisability.pdf Article considering whether autism should be seen as a disability.

Baron-Cohen, S. (2002b) ‘The extreme male brain theory of autism.’ TRENDS in Cognitive Sciences 6, 6, 248–253. An article that has ignited a great deal of discussion in relation to autism and gender.

Link to article via UEL Library Search:

https://uel.primo.exlibrisgroup.com/permalink/44UEL_INST/6u551o/cdi_proquest_miscellaneous_1859374352

Barton, M. (2012) It’s Raining Cats and Dogs: An Autism Spectrum Guide to the Confusing World of Idioms, Metaphors and Everyday Expressions. London and Philadelphia, PA: Jessica Kingsley Publishers. Book by autistic writer Michael Barton (who is the same ‘Michael’ in my book) about the difficulties of understanding metaphor for literal thinkers (which a number of autistic people are).

Bogdashina, O. (2016) Sensory Perceptual Issues in Autism and Asperger Syndrome, 2nd ed. London: Jessica Kingsley Publishers. In-depth analysis of sensory and perceptual issues in relation to autism.

Broderick, A.A. and Ne’eman, A. (2008) ‘Autism as metaphor: Narrative and counter-narrative.’ International Journal of Inclusive Education 12, 5–6, 459–476.An article critiquing the ways autism is often described and discussed.

Cassidy, S., Bradley, P., Robinson, J., Allison, C., McHugh, M. and Baron-Cohen, S. (2014) ‘Suicidal ideation and suicide plans or attempts in adults with Asperger’s syndrome attending a specialist diagnostic clinic: A clinical cohort study.’ The Lancet Psychiatry 1, 2, 142–147. https://www.thelancet.com/journals/lanpsy/article/PIIS2215-0366(14)70248-2/fulltext Content warning: an article demonstrating the high levels of suicidality of the autistic population.

Cook, A., Ogden, J. and Winstone, N. (2017) ‘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. An article about gender and ‘masking’.

Courchesne, V., Girard, D., Jacques, C. and Soulières, I. (2018) ‘Assessing intelligence at autism diagnosis: Mission impossible? Testability and cognitive profile of autistic preschoolers.’ Journal of Autism and Developmental Disorders 49, 845- 856. Courchesne and colleagues in Montreal are conducting some of the most important research in the autism field. Here they consider how assessments of autistic intelligence can be flawed if not approached in the right way.

Dawson, M. (2010) ‘Are you high or low functioning? Examples from autism research.’ The Autism Crisis: Science and Ethics in an Era of Autism Politics. Available at http://autismcrisis.blogspot.co.uk/2010/, accessed on 10 October 2017. Important blog from a highly respected autistic researcher in which terms such as ‘high functioning’ and ‘low functioning’ are critiqued.

Dawson, M., Soulières, I., Gernsbacher, M.A. and Mottron, L. (2007) ‘The level and nature of autistic intelligence.’ Psychological Science 18, 8, 657–662. A brilliant article which shows that different assessment instruments reveal different results, concluding that autistic intelligence has been underestimated.

Eguiguren Istuany, O. and Wood, R. (2020) ‘Perspectives on educational inclusion from a small sample of autistic pupils in Santiago, Chile.’ Scandinavian Journal of Disability Research, 22(1): 210–220. Study in which a small sample of autistic children in Chile reflect on their difficulties in school and design their ideal classroom. Free to download.

Gernsbacher, M.A., Morson, E.M. and Grace, E.J. (2016) ‘Language and speech in autism.’ Annual Review of Linguistics 2, 413–425. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5260808/ Article in which the authors argue that speech difficulties in autism are not only present in autistic children, and that echolalia can be an important stepping stone to speech development.

Happé, F. and Charlton, R.A. (2012) ‘Aging in autism spectrum disorders: A mini-review.’ Gerontology 58, 1, 70–78. https://www.karger.com/Article/Abstract/329720 The vast majority of autism research focuses on children (even though we spend most of our lives as adults). Important, relatively early review of autism and aging.

Hirvikoski, T., Mittendorfer-Rutz, E., Boman, M. and Larsson, H. (2016) ‘Premature mortality in autism spectrum disorder.’ The British Journal of Psychiatry 208, 3, 232–238. https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/premature-mortality-in-autism-spectrum-disorder/4C9260DB64DFC29AF945D32D1C15E8F2 Content warning: key article which shows the very poor health outcomes of autistic people, particularly those with associated learning disabilities.

Hodge, N. and Runswick-Cole, K. (2008) ‘Problematising parent–professional partnerships in education.’ Disability & Society 23, 6, 637–647. http://shura.shu.ac.uk/6096/ How parents of children with SEND can be problematised.

Humphrey, N. and Lewis, S. (2008) ‘“Make me normal”: The views and experiences of pupils on the autistic spectrum in mainstream secondary schools.’ Autism 12, 1, 23–46. Key article exploring the experiences of autistic pupils in secondary school.

Kapp, S. (2020) (ed.) Autistic Community and the Neurodiversity Movement: Stories from the Frontline. London: Palgrave Macmillan. Edited book exploring neurodiversity. Free to download.

Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C. and Pellicano, E. (2016) ‘Which terms should be used to describe autism? Perspectives from the UK autism community.’ Autism 20, 4, 442–462. https://www.west-info.eu/the-language-used-by-autism-communities-to-describe-autism/1362361315588200-full/ Key article exploring the use of terminology in autism.

Milton, D. (2012) ‘The ontological status of autism: The “double empathy problem”.’ Disability & Society 27, 6, 883–887. https://kar.kent.ac.uk/62639/. A key text reversing the long-held view that autistic people lack empathy.

Milton, D. (2014) ‘So what exactly are autism interventions intervening with?’ Good Autism Practice 15, 2, 6–14. https://kar.kent.ac.uk/62631/. Article critiquing interventionist approaches towards autism.

Perepa, P. (2014) Cultural basis of social ‘deficits’ in autism spectrum disorders, European Journal of Special Needs Education, 29 (3), pp. 313-326, DOI: 10.1080/08856257.2014.908024. Important article on the impact of different cultural backgrounds on how autism is perceived.

Pellicano, E., Hill, V., Croydon, A., Greathead, S., Kenny, L. and Yates, R. (2014) My Life at School: Understanding the Experiences of Children and Young People with Special Educational Needs in Residential Special Schools. London: Institute of Education. https://www.bl.uk/collection-items/my-life-at-school-understanding-the-experiences-of-children-and-young-people-with-special-educational-needs-in-residential-special-schools A very interesting but slightly depressing report on the experiences of children and young people with SEND in residential settings, focusing on their own perspectives. Well worth a read.

Rajendran, G. and Mitchell, P. (2007) ‘Cognitive theories of autism.’ Developmental Review 27, 2, 224–260. Useful summary of the three theories of cognitive impairment associated with autism.

Ravet, J. (2011) ‘Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position.’ International Journal of Inclusive Education 15, 6, 667–682. Article in which the author sets out some of the complexities associated with autism and inclusion, and suggests some solutions.

Sainsbury, C. (2009) Martian in the Playground: Understanding the Schoolchild with Asperger’s Syndrome. London: Sage Publications. Book by an autistic author explaining the difficulties autistic children and young people can experience in school.

Sinclair, J. (1999) ‘Why I dislike “person first” language.’ Autism Mythbusters. Available at http://autismmythbusters.com/general-public/autistic-vs-people-with-autism/jim-sinclair-why-i-dislike-person-first-language/, accessed on 14 June 2013. Quite famous, accessible blog in which the problems associated with ‘person first’ language in relation to autism are discussed.

Williams, D. (1992/1999) Nobody Nowhere, revised ed. London and Philadelphia, PA: Jessica Kingsley Publishers. One of the autobiographies by Donna Williams in which she writes about her childhood through to early adulthood. A strange, disturbing, but powerful book.

Wood, R. and Milton, D. (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, 157–171. We critique the concept of autistic participation in relation to a European training programme we both worked on: autistic people can still be excluded even when they are supposedly included.

Wood, R. (2020a) ‘The wrong kind of noise: Understanding and valuing the communication of autistic children in schools.’ Educational Review, 72(1): 111-130. Research evidence on the problems autistic children can experience in schools if their communication is not supported in the right way. Available from the UEL library.

Link to pre-publication manuscript via UEL Library repository:

https://repository.uel.ac.uk/item/87426

Wood, R. (2020b) 'From Difference to Diversity in School', in Milton, Murray, D., Ridout, S., Martin, N. and Mills, R. (eds) The Neurodiversity Reader, Shoreham-by-Sea: Pavilion. Book chapter exploring the concept of ‘difference’ in relation to autism and education. Can be accessed here: https://repository.uel.ac.uk/item/87661

Wood, R. and Happé, F. (2020) ‘Barriers to tests and exams for autistic pupils: Improving access and longer-term outcomes.’ International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1866685. Article in which the difficulties autistic pupils have in accessing school tests is discussed. Can be downloaded from the UEL library.

Wood, R. (2021) ‘Autism, intense interests and support in school: From wasted efforts to shared understandings.’ Educational Review, 73(1): 34-54. Article which shows how enabling autistic children to access their strong interests in school facilitates their educational inclusion.

Link to pre-publication manuscript via UEL Library repository:

https://repository.uel.ac.uk/item/87422

Wood, R. and Happé, F. (2021) ‘What are the Views and Experiences of Autistic Teachers? Findings from an Online Survey in the UK.’ Disability & Society. https://www.tandfonline.com/doi/full/10.1080/09687599.2021.1916888 Article exploring issues around autism, employment and educational inclusion.