Abstract
The introductory chapter provides an extended vignette of one autistic child, Maab, aged five, and her experience of school. It is described how her interactions with her teacher create a learning environment that supports an increasing sense of safety at school and growing confidence as a learner, but also change and development within her teacher. The focus of the book is explained, namely what supports good education for autistic pupils, with the argument made that this does not necessarily concern the wider dissemination of specialised practices and specialist knowledge to mainstream or general education settings. The issue of teachers’ beliefs about the purpose of education is raised and the notion of value-based teaching is introduced with reference to current conceptualisations of inclusive pedagogy.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
All Party Parliamentary Group on Autism (APPGA). (2017). Autism and education in England 2017. London: The National Autistic Society.
Biesta, G. J. J. (2010a). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503.
Biesta, G. J. J. (2010b). Good education in an age of measurement: Ethics, politics and democracy. London and New York: Routledge.
Black-Hawkins, K. (2017). Understanding inclusive pedagogy: Learning with and from teachers. In V. Plows & B. Whitburn (Eds.), Inclusive education: Making sense of everyday practice (pp. 13–30). Rotterdam: Sense Publishers.
Boyles, D. (2018). From transmission to transaction: John Dewey’s imaginative vision of teaching. Education 3-13, 46(4), 393–401.
Cappe, E., Bolduc, M., Poirier, N., Popa-Roch, M.-A., & Boujut, E. (2017). Teaching students with autism spectrum disorder across various educational settings: The factors involved in burnout. Teaching and Teacher Education, 67(October), 498–508.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.
Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi.
Florian, L. (2017). Teacher education for the changing demographics of schooling: Inclusive education for each and every learner. In L. Florian & N. Pantić (Eds.), Teacher education for the changing demographics of schooling: Issues for research and practice (pp. 9–20). Dordrecht: Springer.
Goodley, D., Lawthom, R., & Runswick-Cole, K. (2014). Posthuman disability studies. Subjectivity, 7(4), 342–361.
Hadcroft, W. (2005). The feeling’s unmutual: Growing up with Asperger syndrome (undiagnosed). London and Philadelphia: Jessica Kingsley Publishers.
Humphrey, N., & Hebron, J. (2015). Bullying of children and adolescents with autism spectrum conditions: A ‘state of the field’ review. International Journal of Inclusive Education, 19(8), 845–862.
Keen, D., Webster, A., & Ridley, G. (2016). How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism, 20(3), 276–294.
Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5(4), 1271–1282.
Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096.
Silberman, S. (2012). Autism awareness is not enough: Here’s how to change the world. In J. Bascom (Ed.), Loud hands: Autistic people talking (pp. 358–390). Washington, DC: The Autistic Self Advocacy Network.
Solomon, O. (2015). ‘But he’ll fall!’: Children with autism, interspecies intersubjectivity, and the problem of ‘being social’. Culture, Medicine and Psychiatry, 39(2), 323–344.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Conn, C. (2019). Introduction: A Teacher and a Pupil Interact. In: Autism, Pedagogy and Education. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-32560-2_1
Download citation
DOI: https://doi.org/10.1007/978-3-030-32560-2_1
Published:
Publisher Name: Palgrave Pivot, Cham
Print ISBN: 978-3-030-32559-6
Online ISBN: 978-3-030-32560-2
eBook Packages: EducationEducation (R0)