Framing theory is essential to understanding how inclusion is seen and acted upon. It is a critical theoretical framework for this chapter and the book as a whole to understand when discussing reframing autism inclusion in praxis. Framing theory is a theory that sees the chaos in the world through frames that inform ideas, beliefs, and values. In order to know inclusion, framing theory can assist in guiding research and scholarly discussion about the concept, both in education and in communication alike. Framing theory is a theory which frames, meaning that framing theory describes a world where frames inform both perception and action reality.
DisCrit, critical race theory, disability rights, deficit thinking, and critical PR all lend themselves to a strong argument for autism inclusion in general education settings. In this chapter, an inclusion framework based upon multidisciplinary scholarship is offered for use across not only teacher preparation, but also industry sectors, higher education, K12 districts, and school sites. Theoretically, the multidisciplinary scholarship leading to this curriculum was detailed with a new proposed AutCrit scholarship examined and considered. The tools of a future with a possible AutCrit scholarship would use new tools and new ways of thinking built on the critical scholarship and rejecting tools of historic oppression that led to the challenges that both individuals with autism and the practices of inclusion face in parallel today.
The prevention of online harassment and cyberbullying is an important priority in offices, schools, businesses, and society-at-large. As the world becomes more connected, there is the unfortunate opportunity for harassment and bullying to occur in online environments. Sometimes this is related to offline interactions and sometimes it is solely online. Online harassment and bullying is an unethical and sometimes illegal behavior, which will be discussed in this chapter through the lens of interpretivism and using cognitive dissonance theory and spiral of silence theory. In addition, there are opportunities to proactively take action, which can reduce the likelihood of our online connections turning into harassing environments.
The prevention of online harassment and cyberbullying is an important priority in offices, schools, businesses, and society-at-large. As the world becomes more connected, there is the unfortunate opportunity for harassment and bullying to occur in online environments. Sometimes this is related to offline interactions and sometimes it is solely online. Online harassment and bullying is an unethical and sometimes illegal behavior, which will be discussed in this chapter through the lens of interpretivism and using cognitive dissonance theory and spiral of silence theory. In addition, there are opportunities to proactively take action, which can reduce the likelihood of our online connections turning into harassing environments.
Preliminary teachers call out for more preparation for autism inclusion in their credential programs. The purpose of this study is to explore the framing of autism inclusion by professors of multiple and single subject preliminary teacher candidates. Data were collected using a qualitative single embedded intrinsic case study design employing focus groups, document review, and external scoring to a frame scale. Themes that arose included human interest and proposed solutions, with increasing specificity to autism, and social construction following reframing. Practical implications from this study include meaningful understanding and support for professors who prepare preliminary teacher candidates.
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