Perspectives of the autistic 'voice' : An ethnography examining informal education learning experiences.

摘要: Using a qualitative theoretical stance of interpretivism, this study offers an opportunity for young autistic individuals to have ‘voice’ and participate in a wholly reflective discussion about their informal education learning experiences. The uses constructivist framework discuss various concepts including autism as disability, the importance recognising heterogeneity population, significance physical activities lives participants; aim being create positive experience where diversity learners is valued recognised well as informing professional teacher development. An extensive examination literature reveals myriad rich intertwining perceptions that are pertinent considerations based on concerns at root this research: issues around mind, pedagogy socio-cultural learning. A pluralist methodology used throughout reflect diverse community, with strong influence underlying each phase autoethnography and self-reflection. This crucial utilise including researcher who adult within the context study. In addition, teachers field been given complement support data. The data has revealed whole range emergent themes, which can be further explored, developed utilised outside produce guidelines to inform national autism specific training programme educators. highlighted need flexible pedagogy, conscious students, highlighting student/teacher relationship education.