"He Is Intelligent but Different": Stakeholders' Perspectives on Children on the Autism Spectrum in an Urban Indian School Context

• Published in: International journal of disability, development, and education development, and education, 2014-10, Vol.61 (4), p.416-433
• Main Author: Taneja Johansson, Shruti
• Format: Article
• Language: English
• Subjects: Academic Achievement; Asperger Syndrome; Attitude Measures; Attitudes toward Disabilities; Autism; Autism spectrum disorders; Behavior Problems; Child Behavior; Child development; disability; Elementary School Students; Foreign Countries; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; inclusive education; India; international; Interpersonal Relationship; Interviews; Mainstreaming; parent; Parent Attitudes; Parent participation; Parent school relationship; Pedagogik; Pedagogy; Personality Traits; perspective; Pervasive Developmental Disorders; Primary school students; Primary secondary education; Qualitative Research; school; School Counselors; School Personnel; School Role; Semi Structured Interviews; Social Development; Special Education Teachers; Special needs students; Specialists; Student behaviour; Student beliefs; Student Characteristics; teacher; Teacher Attitudes; Teacher beliefs; Teacher Role; Urban Schools
• ISSN: 1034-912X; 1465-346X; 1465-346X
• DOI: 10.1080/1034912X.2014.955786

This article explores stakeholders' awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described the child as "different" from peers. Further, there was variation in stakeholders' view on the challenges faced by the child. In contrast to parents and private specialists, school staff gave no importance to social development and perceived behaviour and personality differences as inherent in the child. Nevertheless, there was a consensus among stakeholders on school responsibility as limited to academic input. Challenging school staff's beliefs about child development and purpose of education, along with re-assessing special educator courses and developing collaboration between parents and school, needs to be addressed to meet the educational needs and ensure successful participation of these children.