Term of Award
Spring 2010
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
John Weaver
Committee Member 1
Ming Fang He
Committee Member 2
Marla Morris
Committee Member 3
Saundra Murray Nettles
Committee Member 3 Email
Unknown
Abstract
With increasing prevalence of Autism Spectrum Disorder (ASD) being diagnosed since its inception, there is reason for significant concern in regards to the cause, treatment, and prognosis of the disorder. This work investigates some of the political, economic and social factors that impact treatment for persons identified with ASD in the context of public education. Utilizing a grounded theory approach to critically analyze current legislation and practices governing special education services in the public school setting, a disturbing picture is revealed of not only how we educate persons labeled as disordered, but also how we respond to them socially. Future implications to our society, as a result of those perceptions, are also pondered. Through an interview process, the concepts of care, social justice, personal advocacy, and fear are deliberated in respect to those identified as the ASD other.
Recommended Citation
Williams, Virginia, "One Drug, Two Drugs, Three Drugs, More: A Critical Habilitative Narrative Inquiry into Autism Spectrum Disorder" (2010). Electronic Theses and Dissertations. 553.
https://digitalcommons.georgiasouthern.edu/etd/553
Research Data and Supplementary Material
No
