In this practice-based article, we use data and research to establish the need to examine inclusive-oriented pedagogical strategies to support autistic individuals. We believe that educators who use critical reflection can detect many of the common misconceptions about autism, learn how to re-frame these understandings, and consider different ways to support these students within inclusive classrooms. This article provides innovative pedagogical approaches for competence-aligned instruction, cultivating a web of communication access, bolstering social interaction, and supporting changes in the environment and with sensory experiences. We also describe ways to de-center speech to create a classroom that values dynamic engagement, divergent ways of thinking, and shifting the hierarchical expectation toward thinking and honoring multiple methods of expression. The purpose of the article is to re-frame common misconceptions and provide pedagogical strategies that center autistic individuals within inclusive classrooms.
Tracy-Bronson, C. P., & Scribner, S. (2023). Detect Misconceptions, Construct Competence-Aligned Pedagogical Practices, and Use Instructional Strategies that Decenter Speech as a Means to Include Autistic Students. Taboo: The Journal of Culture and Education, 22 (2). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol22/iss2/3