Same Word, Same Picture, Different Responses: Exploring Teachers’ and Autistic Adolescents’ Conceptions of Autism

Abstract

Individuals’ understandings of autism vary significantly, with multiple factors influencing their conceptions of autism. Varying conceptions between teachers and students in inclusive school settings may lead to diminished educational experiences for both groups. Our research was focused on exploring the influences on teachers’ and autistic students’ conceptions or misconceptions of autism. We were also interested in whether more implicit influences, including the commodification of autism, influence teachers’ and autistic students’ conceptions of autism. To ensure the research respected the needs of the young autistic participants, the purposes and processes involved in the research design were presented to a group of autistic adults for feedback and recommendations. Therefore, this paper presents two distinct aspects of the research: the outcomes of engagement with autistic adults in the design phase of the research and the outcomes of engaging with the research participants, six teachers, and four autistic adolescents. The qualitative research involved semi-structured interviews and photo-elicitation responses. A key starting question encouraged the participants to share a feeling, memory, or image on hearing the word autism, and following an exploration of their responses, they were invited to select a photo from those presented that reminded them of an aspect of autism. The autistic adults contributed to the selection of the final twelve black-and-white images used in the photo-elicitation process. The adults were asked to select those they felt most closely represented their conceptions of autism. Of interest, only one photo was chosen in common by all research participants, but their explanations for choosing the image varied. Responses to other selected photos are also shared to highlight the varied conceptions of autism generated by the teachers and autistic students and the explicit and implicit influences on their conceptions. The influence of lived experiences and the commodification of autism were evident in the participants’ responses.

Keywords

• educators’ and autistic students’ conceptions of autism
• photo-elicitation
• commodification of autism