Moving beyond the minimum: socially just pedagogies and Asperger's syndrome in UK higher education

MADRIAGA, M. (2009). Moving beyond the minimum: socially just pedagogies and Asperger's syndrome in UK higher education. International Journal of Inclusive Education, 1-17.

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Official URL: http://dx.doi.org/10.1080/13603110802504168
Link to published version:: 10.1080/13603110802504168

Abstract

A year-long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger's syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. The analysis goes beyond an acknowledgement of institutional disabling practices to pinpoint the subtle impacts of issues of pedagogy, learning, teaching, and assessment. It is argued, therefore, that inclusive education needs to engage more directly with the specific issues faced by learners with the label of Asperger's syndrome. However, rather than viewing this as an issue of special education for distinctly impaired learners, Asperger's syndrome must be understood with reference to wider questions of how higher educators respond to diversity and difference.

Item Type: Article
Uncontrolled Keywords: Asperger’s syndrome, critical pedagogy, disabled students, higher education
Research Institute, Centre or Group: Quality Enhancement and Student Success
Sociology, Politics and Policy Research Group
Identification Number: 10.1080/13603110802504168
Related URLs:
Depositing User: Caroline Fixter
Date Deposited: 29 Jan 2010 14:31
Last Modified: 28 Jan 2011 18:03
URI: http://shura.shu.ac.uk/id/eprint/1013

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