What are the views and experiences of autistic teachers? Findings from an online survey in the UK

Abstract

Despite significant research into the education of autistic children and young people (CYP) and an increased awareness of the employment needs and rights of autistic adults, little attention has been paid to autistic teachers. We discuss findings drawn from an online survey in the UK in which autistic teachers and other autistic education staff (n = 149) describe the lack of understanding, sensory impacts, mental health issues and the complexities associated with revealing an autism diagnosis as a result of their work. These issues can represent significant impediments to either entering or remaining in the school education profession. Positive experiences were also found and, from a social justice perspective, the possibilities of autistic school staff to constitute a role model for autistic CYP and to facilitate their educational inclusion are considered. Future directions in this under-researched area are also discussed.

Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study

“…This tendency to attribute challenges to autistic individuals is at odds with increasing recognition that environmental factors play a key role in determining workplace outcomes ( Harmuth et al, 2018 ; Black et al, 2019 ; Scott et al, 2019 ; Dreaver et al, 2020 ). Environmental barriers to succeeding at work, including insufficient support, unexpected changes, and sensory distractions have been associated with mental health issues, including burnout, among autistic educators ( Wood and Happé, 2021 ).…”

“I often have to explain to school staff what she needs”. School experiences of non-autistic siblings growing up with an autistic brother or sister

“…Importantly, our study indicates that autistic school staff or those who might have cared for an autistic person may contribute to schools by facilitating both autistic and non-autistic siblings to feel heard, supported, and understood. Subsequently, we echo Wood and Happé (2021) suggestions to do more to understand, and enable the recruitment, training, and professional development of autistic professionals in schools. An emphasis on empathetic and neurodiversity affirmative perspectives on school policies should be considered by policymakers and school leadership teams.…”

“…An emphasis on empathetic and neurodiversity affirmative perspectives on school policies should be considered by policymakers and school leadership teams. There is a high need to consider the endless possibilities of autistic school staff to constitute role models for siblings and to facilitate the educational inclusion of both autistic and non-autistic siblings (Wood & Happé, 2021). Schools may benefit from bringing disability in the classroom and in the school as an issue of equality and awareness of the needs of children with disabilities, including employing disabled school staff.…”

What does it take to be rigid? Reflections on the notion of rigidity in autism

“…Related to this, Klinger and Dawson (25) observe that autistic individuals often encounter issues in generalizing information to contexts other than the one in which the information was first presented. 6 Task-switching: Task-switching is usually understood as the ability to shift between different thoughts or actions depending on the situational demands (26). As we explain below, task-switching is often interpreted as a key aspect of cognitive flexibility, a core component of the executive system that has been said to be disrupted in autism for a long time (27).…”

“…Legalism and literalism are further facets of rigidity that are often overlooked but may give rise to significant difficulties in educational settings. For instance, some participants in a recent study conducted by Wood and Happé ( 6 ) underscore specific difficulties in navigating “unspoken social rules”, “unspoken agreements”, and school politics more generally (p. 10). Overall, researchers agree that the construct of rigidity is currently too understudied and underdeveloped to represent a meaningful treatment target ( 4 ).…”