Document Type
Article
Publication Date
3-9-2021
Abstract
This manuscript highlights a major finding from a larger study conducted in the United States that used phenomenological interviews with adults with autism who typed to communicate. Participants shared their United States educational experiences before and after learning to type. This finding focused on how disability studies in education and the development of inclusive spaces, such as those designed for lesbian, gay, bisexual, transexual, and queer or questioning (LGBTQ) students, may change the way in which educators support students with autism in developing and sustaining natural and meaningful friendships. Thus, this paper examined the social experiences of one participant who had an inclusive education from preschool through college graduation, and whose experience with participation in a social club, described as an acceptance coalition for the LGBTQ community, can influence the way in which educators provide support for building relationships with peers beginning in the elementary school setting.
Recommended Citation
McKee, A., Gomez, A. S., & Stockbridge, K. (2021). The importance of inclusive spaces in social skills development: Drawing on the LGBTQ educational and disability studies in education frameworks. International Electronic Journal of Elementary Education, 13(3). https://doi.org/10.26822/iejee.2021.198
Peer Reviewed
1
Copyright
KURA Education & Publishing
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons
Comments
This article was originally published in International Electronic Journal of Elementary Education, volume 13, issue 3, in 2021. https://doi.org/10.26822/iejee.2021.198