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

MADRIAGA, Manuel and GOODLEY, Dan (2010). Moving beyond the minimum : socially just pedagogies and Asperger's syndrome in UK higher education. International Journal of Inclusive Education, 14 (2), 115-131.

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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
Research Institute, Centre or Group:	Sociology, Politics and Policy Research Group
Identification Number:	10.1080/13603110802504168
Depositing User:	Hilary Ridgway
Date Deposited:	14 Dec 2011 09:50
Last Modified:	14 Dec 2011 09:50
URI:	http://shura.shu.ac.uk/id/eprint/4158

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