The many meanings of autism: conceptual and ethical reflections

Hens, Kristien

doi:10.1111/dmcn.14278

Cited by 16 publications

(23 citation statements)

References 47 publications

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“…At present, this term has again been subjected to debate, alluding to the nature of their training given the circumstances and the necessary shaping of identity with all this process of change [12,38]. In addition, remote work is highlighted as a factor that clearly belongs to the model of change that is coming and to which teachers have been forced to respond urgently [39,40]. Accordingly, the importance of the role of families, in addition to the educational institutions, as an element of change and social construction [10] is also mentioned, and families are seen as determining factors in the educational process of students [15].…”

Section: Discussionmentioning

confidence: 99%

The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

et al. 2021

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(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to “education/educational research” related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities.

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Section: Discussionmentioning

confidence: 99%

The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

et al. 2021

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“…The framing of autism as a unitary diagnosis despite its heterogeneity is based on the assumption that there is some underlying reality common to these different manifestations. 58 This assumption underpins the expectation that scientific study of autism as a discrete phenomenon (for example, conducting studies of participants with an autism diagnosis) will uncover causes and treatments.…”

Section: Hughesmentioning

confidence: 99%

Does the heterogeneity of autism undermine the neurodiversity paradigm?

Hughes

2020

Bioethics

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| 47 wileyonlinelibrary.com/journal/bioe 1 | Introduc tion 'Neurodiversity' has become a central concept in debates about the rights and interests of autistic people, and the corresponding obligations of parents and carers, practitioners, policy makers and researchers in health and social care, education, psychology and more. 1 The idea of a neurodiversity 'perspective' or 'paradigm' has been embraced by many autistic self-advocates and others who consider themselves to be their allies, and is promoted by self-advocacy organizations. It has, to differing degrees and in different ways, begun to influence more established autism charities and support groups, parents of autistic children, practitioners who work with autistic people, autism researchers, and politicians. Popular accounts such as Silberman's NeuroTribes 2 have brought the idea of neurodiversity to a wider audience and altered public perceptions of autism. The idea of neurodiversity has also been a subject of fierce controversy. Some parents of autistic children and parent-led organizations, as well as some autism researchers and some autistic people, have accused neurodiversity advocates of presenting a sanitized 1 Many neurodiversity advocates prefer 'autistic people' and cognate terms to 'people with autism' for reasons discussed in Section 6 below. 2 Silberman, S. (2015). NeuroTribes: The legacy of autism and how to think smarter about people who think differently. London, UK: Allen & Unwin.

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“…Albeit the preponderance of genetic factors, the literature suggests that ASD could result also from effects deriving from environmental risk factors (thus, the high but not full concordance in monozygotic twins), as well as from gene x environment interactions [ 8 , 10 ]. However, a deeper understanding of epigenetics has underscored the conceptualisation of disorders as a “mismatch between individual and a specific environment, rather than an abnormality per se” and can explain autism as an expected reaction to a nonoptimal environment for the individual in a physical and psychosocial context [ 11 ]. Specifically, in ASD, it is hypothesised that genetic and environmental factors lead to a subject’s atypical patterns of interactions with the environment, with impaired engagement in social interactions.…”

Section: Introductionmentioning

confidence: 99%

Prevention in Autism Spectrum Disorder: A Lifelong Focused Approach

Francis¹,

Karantanos

Al-Ozairi

et al. 2021

Brain Sciences

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Autism Spectrum Disorder (ASD) is a complex highly heritable disorder, in which multiple environmental factors interact with the genes to increase its risk and lead to variable clinical presentations and outcomes. Furthermore, the inherent fundamental deficits of ASD in social attention and interaction critically diverge children from the typical pathways of learning, “creating” what we perceive as autism syndrome during the first three years of life. Later in life, training and education, the presence and management of comorbidities, as well as social and vocational support throughout the lifespan, will define the quality of life and the adaptation of an individual with ASD. Given the overall burden of ASD, prevention strategies seem like a cost-effective endeavour that we have to explore. In this paper, we take a life course approach to prevention. We will review the possibilities of the management of risk factors from preconception until the perinatal period, that of early intervention in the first three years of life and that of effective training and support from childhood until adulthood.

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The many meanings of autism: conceptual and ethical reflections

Cited by 16 publications

References 47 publications

The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

Does the heterogeneity of autism undermine the neurodiversity paradigm?

Prevention in Autism Spectrum Disorder: A Lifelong Focused Approach

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