Understanding and Educating Children with Autism Spectrum Disorder from the Perspective of Disability Studies

다국어 초록 (Multilingual Abstract)

The purpose of this study was to come to an understanding of how to educate children with autism spectrum disorder from perspectives within disability studies.
This paper first discusses the perspectives of disability studies, and then explains how to understand and educate children with autism spectrum disorder. Disability studies is about understanding disability in political, social and economic contexts. A basic principle of this field is that, in developing an understanding of disability, the voices of people with disabilities should be included. From the perspective of disability studies, difficulty in communicating with others should not be counted as a deficit, but instead should be seen as involving different ways of communicating, which should lead to a search for different modes of communication, not to force those with disabilities to adhere to set social norms or standards.
Educating students with autism spectrum disorder should focus on providing appropriate environments for revealing children’s competencies for academic learning and engaging in social interaction and should emphasize self-determination, active participation, choices, and constructing the competences of children with autism spectrum disorder. Also, it is important to learn educational needs of children with autism spectrum disorder by understanding their experiences.
The approach to educating students with autism spectrum disorder, from the perspective of disability studies, should be to provide appropriate accommodations in school and social contexts that facilitate full participation.

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