{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1553"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1553","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"One Drug, Two Drugs, Three Drugs, More: A Critical Habilitative Narrative Inquiry into Autism Spectrum Disorder","abstract":"With increasing prevalence of Autism Spectrum Disorder (ASD) being diagnosed since its inception, there is reason for significant concern in regards to the cause, treatment, and prognosis of the disorder. This work investigates some of the political, economic and social factors that impact treatment for persons identified with ASD in the context of public education. Utilizing a grounded theory approach to critically analyze current legislation and practices governing special education services in the public school setting, a disturbing picture is revealed of not only how we educate persons labeled as disordered, but also how we respond to them socially. Future implications to our society, as a result of those perceptions, are also pondered. Through an interview process, the concepts of care, social justice, personal advocacy, and fear are deliberated in respect to those identified as the ASD other.","abstract_html":"With increasing prevalence of Autism Spectrum Disorder (ASD) being diagnosed since its inception, there is reason for significant concern in regards to the cause, treatment, and prognosis of the disorder. This work investigates some of the political, economic and social factors that impact treatment for persons identified with ASD in the context of public education. Utilizing a grounded theory approach to critically analyze current legislation and practices governing special education services in the public school setting, a disturbing picture is revealed of not only how we educate persons labeled as disordered, but also how we respond to them socially. Future implications to our society, as a result of those perceptions, are also pondered. Through an interview process, the concepts of care, social justice, personal advocacy, and fear are deliberated in respect to those identified as the ASD other.","abstract_has_math":false,"creators":["Williams, Virginia"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Ming Fang He","Marla Morris","Saundra Murray Nettles"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T02:27:12Z","subjects":["ETD","Autism spectrum disorder","ASD","Autism","Grounded theory","Care","Social justice","Fear","Personal advocacy","Critical habilitative narrative","Education","Special education","Curriculum theory"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/553","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ming Fang He","Marla Morris","Saundra Murray Nettles"]},{"key":"dc:creator","label":"Author","values":["Williams, Virginia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Autism spectrum disorder","ASD","Autism","Grounded theory","Care","Social justice","Fear","Personal advocacy","Critical habilitative narrative","Education","Special education","Curriculum theory"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/553"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With increasing prevalence of Autism Spectrum Disorder (ASD) being diagnosed since its inception, there is reason for significant concern in regards to the cause, treatment, and prognosis of the disorder. This work investigates some of the political, economic and social factors that impact treatment for persons identified with ASD in the context of public education. Utilizing a grounded theory approach to critically analyze current legislation and practices governing special education services in the public school setting, a disturbing picture is revealed of not only how we educate persons labeled as disordered, but also how we respond to them socially. Future implications to our society, as a result of those perceptions, are also pondered. Through an interview process, the concepts of care, social justice, personal advocacy, and fear are deliberated in respect to those identified as the ASD other."]},{"key":"dc:title","label":"Title","values":["One Drug, Two Drugs, Three Drugs, More: A Critical Habilitative Narrative Inquiry into Autism Spectrum Disorder"]}]}],"canonical_facts":{"dc:contributor":["Ming Fang He","Marla Morris","Saundra Murray Nettles"],"dc:creator":["Williams, Virginia"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["With increasing prevalence of Autism Spectrum Disorder (ASD) being diagnosed since its inception, there is reason for significant concern in regards to the cause, treatment, and prognosis of the disorder. This work investigates some of the political, economic and social factors that impact treatment for persons identified with ASD in the context of public education. Utilizing a grounded theory approach to critically analyze current legislation and practices governing special education services in the public school setting, a disturbing picture is revealed of not only how we educate persons labeled as disordered, but also how we respond to them socially. Future implications to our society, as a result of those perceptions, are also pondered. Through an interview process, the concepts of care, social justice, personal advocacy, and fear are deliberated in respect to those identified as the ASD other."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/553"],"dc:subject":["ETD","Autism spectrum disorder","ASD","Autism","Grounded theory","Care","Social justice","Fear","Personal advocacy","Critical habilitative narrative","Education","Special education","Curriculum theory"],"dc:title":["One Drug, Two Drugs, Three Drugs, More: A Critical Habilitative Narrative Inquiry into Autism Spectrum Disorder"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:27:12Z"}