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

Article


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), pp. 157-171.
AuthorsWood, R. and Milton, D.
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.

JournalBritish Journal of Special Education
Journal citation45 (2), pp. 157-171
ISSN0952-3383
Year2018
PublisherWiley
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi:10.1111/1467-8578.12216
Web address (URL)tps://doi.org/10.1111/1467-8578.12216
Publication dates
Online06 Apr 2018
Publication process dates
AcceptedApr 2018
Deposited06 Nov 2019
Copyright holder© 2018 NASEN
Copyright informationThis is the peer reviewed version of the following article: 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: 157-171, which has been published in final form at doi:10.1111/1467-8578.12216. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
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https://repository.uel.ac.uk/item/87425

Accepted author manuscript

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