Chapter 4. A future made together: new directions in the ethics of autism research

Pellicano, Liz

doi:10.1111/1471-3802.12070_5

Cited by 19 publications

(20 citation statements)

References 26 publications

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“…Similarly, Kalyva (2010) found that individuals with ASD reported their social skill abilities more favorably than their parents did. Including the individual’s perspective is important to researchers because it can vary from that of the caregiver or practitioner and affect how interventions and supports are designed and implemented (Pellicano, 2014). Thus, future studies should triangulate student, parent, and practitioner perspectives regarding the benefits and barriers to technology use by high school students with ASD to see where the results align.…”

Section: Discussionmentioning

confidence: 99%

Technology use as a support tool by secondary students with autism

Hedges

Odom

Hume

et al. 2017

Autism

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The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

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Section: Discussionmentioning

confidence: 99%

Technology use as a support tool by secondary students with autism

Hedges

Odom

Hume

et al. 2017

Autism

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“…This wicked problem includes, for example : the question of how to achieve high‐quality and differentiated provision which avoids ‘dilemmas of difference’, that is meets the often unique needs of individuals with disabilities ‘without the devaluation consequences of special education identification’ (Norwich, , p. 465); clearly identifying the evidence base for effective practice to meeting the needs of students affected by disability (what works and what works well) (Cook and Odom, ); what are optimal conditions for the effective translation of educationally useful insights from other disciplines (e.g. sociology; neuropsychology, psychiatry; educational psychology and developmental psychology) (Armstrong and Squires, ); what methodologies and epistemology are helpful to progress research in special and inclusive education; what ethical contribution can professionals working in the field make to ensuring the dignity, welfare and educational success of students affected by disability; how can insights from research be effectively translated into enhanced professional knowledge and skills, including the confidence to use these to good effect (Pellicano, ); how can we ensure that practitioners (and pre‐service teachers) have the necessary skills, knowledge and confidence necessary for inclusive practice (Engelbrecht, ; Sharma and Sokal, ); how can initiatives, research‐informed interventions or promising practices in special education be sustained and how can they be implemented in a way which is authentic and faithful to their research base; are, high‐incidence diagnostic categories prominently used in special education such as dyslexia and ADHD educationally helpful and supported by research evidence (Elliott and Nicolson, ; Hinshaw and Scheffler, ); how can special and inclusive education resist uncritical, replication of existing custom and practice (Cook and Odom, ); ensuring that special and inclusive education avoids educational fads which are unproven or ineffective at best; enabling special and inclusive education to be a relevant, coherent and transformative force for social equity in countries with rapidly developing education systems (e.g. China, India, Indonesia, Brazil or Nigeria) (Forlin, ); facilitating reform of the often inconsistent and typically over‐complex systems necessary for the identification and support of students with disabilities (Anderson and Boyle, ; Forlin, Chambers, Loreman, et al., ).…”

Section: Unpacking Wicked Problems In Special and Inclusive Educationmentioning

confidence: 99%

Wicked problems in special and inclusive education

Armstrong

2017

Research in Spec Educ Needs

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This special paper provides a critical overview of wicked problems in special and inclusive education. Practically, this paper provides a strategic framework for future special issues in the Journal of Special Educational Needs. Critical attention is also given to the concept of a wicked problem when applied to research in special and inclusive education: the suggestion is made this focus can stimulate innovations necessary for educational change and begin the process through which key problems in the field are addressed. A final observation made is that tangible change is unlikely to occur in special and inclusive education without addressing the underpinning beliefs and behavioural motivations which sustain today's wicked problems. Systematic transformation is therefore unlikely to be sustained without disruptive attention to the psychological, cultural and political aspects of ‘the way things are’.

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“…Autism research has been expanding dramatically during recent years (Pellicano 2014). It is estimated that 2,400 papers on autism are being published each year (IACC 2013).…”

Section: Introductionmentioning

confidence: 99%

Doing it differently: emancipatory autism studies within a neurodiverse academic space

Rosqvist

Kourti

Jackson-Perry

et al. 2019

Disability & Society

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In the current research climate, in which many autistic and autism communities are increasingly calling for a move towards collaborative forms of research, we consider how a loosely formed epistemological community may serve to challenge 'business as usual' in the academy. Mindful of the need to move beyond theory, we use this experience to concretely consider how knowledge about autism and neurotypicality can be meaningfully (co)-produced, and made available both to the research community and also to autistic and autism communities. Here, we use our own coproduction of this article to explore how autistic experience may trouble normative meanings of academic knowledge production. We also consider the limits and possibilities of a neurodiverse research collaboration to reflect on ways in which a loose epistemological space may serve to contribute to knowledge about both autism and neurotypicality, adding to debate around collaborative research. Point of interest  It is important to include the voices of autistic people (as both researchers and participants) at all stages of research: this leads to higher quality research. Even though this is often mentioned in articles and studies, it is still unusual to see it happening.  Academic systems (such as the writing of articles, the training of researchers etc.) can be a barrier to the inclusion of autistic voices. We believe encouraging autistic and non-autistic people to work together (as has been done in this article) is a positive step to inclusion more generally.  We explore the advantages (and the difficulties) of collaborative work.  We think of this type of collaborative work as a project that can produce new perspectives and contribute to a move towards new ways of thinking about autism that do not rely on existing 'deficit-based' narratives.  We use the process of writing this article as a 'neurodiverse collective' as a starting point to discuss the benefits and difficulties of emancipatory and participative research more generally.  We reflect on how our theoretical discussion can be applied concretely at various stages of the research process.

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Chapter 4. A future made together: new directions in the ethics of autism research

Cited by 19 publications

References 26 publications

Technology use as a support tool by secondary students with autism

Technology use as a support tool by secondary students with autism

Wicked problems in special and inclusive education

Doing it differently: emancipatory autism studies within a neurodiverse academic space

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