'Sea‐glass survivors': Autistic testimonies about education experiences.
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| Title: | 'Sea‐glass survivors': Autistic testimonies about education experiences. |
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| Authors: | Shepherd, Jacqui1 jacquis@sussex.ac.uk, Sutton, Beth1, Smith, Simon1, Szlenkier, Marysia1 |
| Source: | British Journal of Special Education. Jun2024, Vol. 51 Issue 2, p142-155. 14p. |
| Subject Terms: | *Higher education, *Neurodiversity, *Inclusive education, Autism in adults, Social model of disability |
| Abstract: | This article is different. Original testimonies are reproduced, in full, from three autistic adults who reflect on their education experiences. These accounts evolved from a webinar which explored autistic 'voice' through research presentations and lived experiences, and this co‐authored article seeks to communicate these reflections to a wider audience. The testimonies are brought together, interpreted and analysed through the lens of the social model of disability exposing the ableist systems in which these adults had to operate. All share the challenge of trying to fit in to a socially, neuronormatively constructed education system, experiencing marginalisation, lack of understanding and lack of appropriate support. However, all three writers emerge as more than 'sea‐glass survivors', weathered and worn, having developed survival strategies, but demonstrate their determination to improve lives for those who follow in their wake. This article draws attention to the need to listen to autistic people more frequently, but more importantly to involve them as architects of change for the future. The article was co‐created by three autistic people, who identify as neurodivergent, in discussion and collaboration with the lead author who is an autism ally, autism and education researcher, and parent to an autistic son. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article is different. Original testimonies are reproduced, in full, from three autistic adults who reflect on their education experiences. These accounts evolved from a webinar which explored autistic 'voice' through research presentations and lived experiences, and this co‐authored article seeks to communicate these reflections to a wider audience. The testimonies are brought together, interpreted and analysed through the lens of the social model of disability exposing the ableist systems in which these adults had to operate. All share the challenge of trying to fit in to a socially, neuronormatively constructed education system, experiencing marginalisation, lack of understanding and lack of appropriate support. However, all three writers emerge as more than 'sea‐glass survivors', weathered and worn, having developed survival strategies, but demonstrate their determination to improve lives for those who follow in their wake. This article draws attention to the need to listen to autistic people more frequently, but more importantly to involve them as architects of change for the future. The article was co‐created by three autistic people, who identify as neurodivergent, in discussion and collaboration with the lead author who is an autism ally, autism and education researcher, and parent to an autistic son. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09523383 |
| DOI: | 10.1111/1467-8578.12506 |
