Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion

Abstract

This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on the AS are subject, and how these are interconnected with inclusion and exclusion within school spaces. At times, the unit is a container for the abnormally behaving. However, processes of normalisation pervade the unit, attempting to rectify the deviant mind-body-emotions of the young people on the AS to enable their inclusion within the mainstream school. Normalisation is conceptualised as a set of sociospatially specifi c and contextual practices; norms emerge as they are enacted, and via a practical sense of the abnormal. Norms are sometimes reworked by the young people on the AS, whose association with the unit renders them a visible minority group. Thus, despite some problems, special units can promote genuine 'inclusive' education, in which norms circulating mainstream school spaces are transformed to accept mind-body-emotional diff erences.

Whose space is it anyway? Learning about space to make space to learn

“…Schools are traditionally seen as institutions that reflect the planning and principles of adults (Kraftl 2006). These deliberately planned spaces are specifically intended to 'normalise' children to become effective adult citizens (Holt, Lea andBowlby 2012, 2192;Blundell 2016). Yet this space, familiar to children and where they spend many waking hours (Kraftl 2014); increasingly for younger children (Blundell 2016) can also be considered to play a significant part in how they perceive their lived experiences within the world (Watkins 2005).…”

“I don’t think I get bullied because I am different or because I have autism”: Bullying Experiences Among Middle Years Children with Disabilities and Other Differences

“…Schools are normalizing sites whereby formal and hidden curricula and dominant groups' ideologies and standards dictate particular norms, engendering valuable citizens (Holt, Lea, & Bowlby, 2012). Shifting toward majority groups' ideals, norms, and values contributes to the power pool of dominant groups, "…[the] spread of power -away from banishment of the minority towards regulation of the majority" (Holt et al, 2012(Holt et al, , p. 2194; thus, normalization enacts power.…”

“…Shifting toward majority groups' ideals, norms, and values contributes to the power pool of dominant groups, "…[the] spread of power -away from banishment of the minority towards regulation of the majority" (Holt et al, 2012(Holt et al, , p. 2194; thus, normalization enacts power. However, what is normal can not exist without the abnormal.…”

“…However, what is normal can not exist without the abnormal. Societal and educational institutions immerse children within an abnormalization process, specifically those from traditionally marginalized groups (i.e., racially, ethnically, linguistically, and ability related groups), categorizing, labelling, separating, and conveying images of the abnormal Other (Holt et al;Liasidou, 2012). This image of the "Other" among children with disabilities manifests itself more and more among children who are also from racially, ethnically, and economically diverse backgrounds in comparison to dominant White upper class groups (Reid & Knight, 2006).…”

Geographies of Young Disabled People

“…Given the scope and focus of the handbook, this chapter provides an overview of research about the geographies of young disabled people or those with mind-bodyemotional differences, which are a bourgeoning and vibrant field. Mostly based on a review of the literature, the chapter also draws upon the Children's Embodied Social Capital and (Dis)ability project, led by the author with Sophie Bowlby and Jennifer Lea at Loughborough University and funded by the UK Economic and Social Research Council (see, e.g., Holt et al 2012Holt et al , 2013Bowlby et al 2014;Lea et al 2015). In order to focus and define the review, a line has been drawn around what is considered to be geographical in approach, content, or publishing outlet.…”