One Drug, Two Drugs, Three Drugs, More: A Critical Habilitative Narrative Inquiry into Autism Spectrum Disorder

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.

Name thesis:degree_name

Doctor of Education in Curriculum Studies (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Curriculum, Foundations, and Reading

Year dc:date.available

2010

Author dc:creator

• Williams, Virginia

Contributors dc:contributor

• Ming Fang He
• Marla Morris
• Saundra Murray Nettles

• ETD
• Autism spectrum disorder
• ASD
• Autism
• Grounded theory
• Care
• Social justice
• Fear
• Personal advocacy
• Critical habilitative narrative
• Education
• Special education
• Curriculum theory

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/553

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1553