Autism, Pedagogy and Education: Critical Issues for Value-based Teaching PDF
Preview Autism, Pedagogy and Education: Critical Issues for Value-based Teaching
Autism, Pedagogy and Education Critical Issues for Value-based Teaching Carmel Conn Autism, Pedagogy and Education Carmel Conn Autism, Pedagogy and Education Critical Issues for Value-based Teaching Carmel Conn School of Education, Early Years and Social Work University of South Wales Newport, UK ISBN 978-3-030-32559-6 ISBN 978-3-030-32560-2 (eBook) https://doi.org/10.1007/978-3-030-32560-2 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Palgrave Pivot imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Foreword It would seem it is now part of the job of the contemporary academic to wade through numerous offers for their time, yet occasionally some- thing interesting drops into one’s inbox. This happened to me when I was asked to review a submission for a book. This unusually interesting submission then grew into the text you are now about to read. In this book, Carmel Conn expertly weaves together her own research with reflections regarding educational ideology and practice in relation to autistic learners. From the outset case study examples are utilised to highlight educational practice in an informative and respect- ful way, showing how such activities are interactional and situational and reminding readers that interactions within educational settings are ongoing accomplishments. With some notable exceptions, it is rare that the voices of autistic young people are listened to within research regarding their education. Carmel Conn is one of a few researchers pioneering methods through which to do just that. Traditionally, guides regarding the teaching of autistic young people have often stereotypically framed issues through v vi Foreword a medical or behavioural model perspective. The perspective presented here asks the reader to move beyond such constraints to an inclusive pedagogy. A theme throughout is the importance of relationships to the implementation of inclusive pedagogy, contrasted with a critique of normative remedial models of ‘expert’ knowledge often at odds with progressive educational philosophies as well as the voices of autistic activists and scholars. In so doing, the instrumentalist ideology of edu- cation as the transference of normative knowledge and skills is prob- lematised. Examining the everyday interactions of practitioners and autistic learners, this book delves into what constitutes effective peda- gogy. Rather than perceiving autism as a set of deficits to correct and remediate, this story is contrasted with a more progressive, respectful alternative. In this way a tension is revealed between educational and therapeutic values and cultures. As the first case study that opens the book demonstrates however, autistic learners do not progress by becom- ing or acting less autistic, but by being allowed to thrive in accessible environments, building a sense of belonging within a community of practice. Carmel Conn asks numerous questions that need to be asked in rela- tion to what constitutes a good education, exposing competing ideol- ogies and priorities. She explores both the agency of teachers and that of young autistic learners (too often perceived as a passive recipient of intervention). Drawing upon the work of various disciplines as well as numerous autistic scholars and writers, she addresses differential embodiment and sense-making in relation to autistic people. Whilst some writers may have attempted to address some of these concerns, it is very rare to see these various aspects collated together as it has been in this book, and in making such a persuasive case for an inclusive peda- gogical approach. Carmel Conn asks the reader to see a young autistic person, not as a problem to be resolved, but to recognise their strengths, to ask how one can make an environment more accessible, suggesting bespoke support be strategically applied only when necessary and not as a general rule of an increased reliance on specialists. In terms of a future for educational practice for autistic learners, I would wholeheartedly agree. I hope that Foreword vii this book is read widely and that the reader will be encouraged to move beyond a purely deficit model of autism and reflect upon their own everyday interactions with autistic learners in a new way. Canterbury, UK Dr. Damian Milton Acknowledgements This book is about people’s lived experiences in schools—children’s and adult’s—and their everyday interactions with each other. In writing about this subject, I am drawing partly on my knowledge and experi- ence as a teacher who worked in schools for many years. I would like to thank the people I met during that time who have helped me to think more clearly about what goes on when pupils learn and how teachers support them in this. The book is also based on my postdoctoral research and I would like to thank the pupils, teachers, parents and schools who participated in this project. The research relied on people trusting me with video recordings of their real-time interactions in classrooms and I am most grateful for the wholehearted and helpful ways in which participants joined in with the project, shared their thoughts and contributed to interpretations of the data. Without their interest, this book would not have been possible. I would also like to thank the Masters students I have taught in recent years whose discussions have informed the arguments I set out here. Thanks go too to my colleagues Matt Hutt and Stephanie Warman who provided me with feedback on parts of the manuscript. ix x Acknowledgements Anonymous reviewers on articles related to the research reported here helped to develop my thinking on the subject of education, inclusive practices and autistic pupils and I would like to acknowledge their support. Thanks to Eleanor Christie at Palgrave Macmillan for com- missioning the book and to Rebecca Wyde for her editorial assistance. I would particularly like to thank Dr. Damian Milton who provided detailed feedback as the writing progressed and who has agreed to pro- duce a foreword for the book. Contents 1 Introduction: A Teacher and a Pupil Interact 1 2 Curriculum and Pedagogy: The Child as Agent 19 3 Curriculum and Pedagogy: The Teacher as Agent 43 4 The Storied Curriculum: What Is Education For? 73 5 The Future of Education 97 Bibliography 117 Index 127 xi
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