Well-Being in Adults with High Functioning Autism Characteristics

This study sought to examine well-being in adults with characteristics of high functioning autism. Drawing on first-, second-, and third-person perspectives, this study explored how autistic traits affect well-being. Integral methodological pluralism (IMP) was employed as a framework towards achieving a more balanced, comprehensive understanding of both background knowledge and issues germane to the topic of well-being in high functioning autism. The themes examined include the role of self in autism, relationships and autism, cognitive science and autism, and the approach to teaching learners with high functioning autism recommended by the Ministry of Education in the province of Alberta. Autism is a complex developmental disorder that is marked by its heterogeneity of symptoms, severity, and etiology. It has become a major field of research in multiple disciplines. Increased awareness has led to new methods for educating this growing population of learners. In spite of Alberta’s movement towards evidence-based teaching, much of our effort currently focuses on managing and controlling symptoms in order to promote positive behavior and immediate academic success. There is evidence that this approach amounts to short-term interventions designed to meet the more immediate needs of the child within the school setting, possibly at the expense of identifying and imparting skills and understandings that will contribute to long-term success and wellness. In the spirit of backward design models of educational planning, this study investigated understandings of well-being in high functioning autism. By improving the understanding relating to how adults with high functioning autism interpret and experience well-being, the findings can be used to provide curricular direction for youth that are less likely to be able to recognize and articulate the phenomena than adults.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2017

Author dc:creator

• Beler, Janice Marie

Advisor dc:contributor.advisor

• Bohac Clarke, Veronika

Committee members dc:contributor.committeemember

• Jubas, Kaela
• Davis, Andrew Brent
• Winchester, Ian
• Groen, Janet Elizabeth
• Busseri, Michael

• Education--Curriculum and Instruction

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/28683

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/3580