Socio-Political and Educational Perspectives of Autism Spectrum Disorder (ASD): A Case for Inclusive Classroom Strategies which Build Social Support?

Jamie, G; Currie, J

Socio-Political and Educational Perspectives of Autism Spectrum Disorder (ASD): A Case for Inclusive Classroom Strategies which Build Social Support?

Jamie, G Currie, J

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Publisher:: Scientific Journals International
Publication Type:: Journal Article
Citation:: Journal of Education and Human Development, 2020, 9, (1), pp. 16-24
Issue Date:: 2020-06-26

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Field	Value	Language
dc.contributor.author	Jamie, G
dc.contributor.author	Currie, J https://orcid.org/0000-0003-0424-2966
dc.date.accessioned	2020-06-28T08:00:49Z
dc.date.available	2020-01-14
dc.date.available	2020-06-28T08:00:49Z
dc.date.issued	2020-06-26
dc.identifier.citation	Journal of Education and Human Development, 2020, 9, (1), pp. 16-24
dc.identifier.issn	2334-296X
dc.identifier.issn	2334-2978
dc.identifier.uri	http://hdl.handle.net/10453/141679
dc.description.abstract	While the signs of this disorder can vary person to person, students with Autism Spectrum Disorder (ASD) usually experience challenges with their behavior, social interactions, speech and nonverbal communication. This article critiques the use of social support and other educational strategies for optimizing educational environments for students with ASD. Socio-political and legal perspectives are discussed, as well as the importance of garnering peer acceptance and understanding in the school setting.
dc.language	en
dc.publisher	Scientific Journals International
dc.relation.ispartof	Journal of Education and Human Development
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Socio-Political and Educational Perspectives of Autism Spectrum Disorder (ASD): A Case for Inclusive Classroom Strategies which Build Social Support?
dc.type	Journal Article
utslib.citation.volume	9
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2020-06-28T08:00:38Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	9
utslib.citation.issue	1

Abstract:

While the signs of this disorder can vary person to person, students with Autism Spectrum Disorder (ASD) usually experience challenges with their behavior, social interactions, speech and nonverbal communication. This article critiques the use of social support and other educational strategies for optimizing educational environments for students with ASD. Socio-political and legal perspectives are discussed, as well as the importance of garnering peer acceptance and understanding in the school setting.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/141679