It's not what you do; it's the way that you question: that's what gets results
Abstract
Many professionals and carers who support people with the label of autism look to lecturers and ‘trainers’ in autism to provide the answers on how to ‘manage’ the ‘condition’. This article describes how two lecturers in autism respond to this challenge by encouraging their students to focus on questions rather than answers. It is argued here that it is through the process of reflective thinking that people will find the most appropriate solutions to the issues that concern them. The article identifies some of the key questions that can support the reflective process and illustrates the applicability of these, beyond the limitations of labels, to every relationship between educator and learner.
Citing Literature
Number of times cited: 2
- Craig Goodall, How do we create ASD-friendly schools? A dilemma of placement, Support for Learning, 30, 4, (305), (2015).
- Nick Hodge, Protecting the rights of pupils with autism when meeting the challenge of behaviour, British Journal of Learning Disabilities, 43, 3, (194-200), (2014).
