Document Type
Article
Publication Date
2020
Abstract
As the number of students with autism grows, professionals must find ways to understand how to best educate this student population. Although current research addresses teaching students with autism, studies on educating autistic students with limited or unreliable verbal speech is nominal. In this qualitative study, interviews with eight autistics who type using the method facilitated communication are analyzed in relation to their educational experiences. The study resulted in a number of key findings that play significant roles in the participants' educational experiences, including (a) the notion of disability hierarchy and the presumption of competence, (b) the importance of building relationships and the perceptions of friendship, (c) developing a sensory friendly environment, and (d) understanding behavior and body movement. Results suggest that the educational needs of these students must be reexamined. Teachers must establish a deeper understanding of the disability and develop innovative practices to best meet the needs of autistic students with limited or unreliable verbal speech in their classrooms.
Recommended Citation
McKee, A., & Gomez, A. S. (2020). The voices of typers: Examining the educational experiences of individuals who use facilitated communication. Disability Studies Quarterly, 40(4). https://doi.org/10.18061/dsq.v40i4.6981
Peer Reviewed
1
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Methods Commons, Special Education and Teaching Commons
Comments
This article was originally published in Disability Studies Quarterly, volume 40, issue 4, in 2020. https://doi.org/10.18061/dsq.v40i4.6981