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

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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18

Foreign Countries; Attitudes toward Disabilities; Attitude Measures; Teacher Attitudes; School Personnel; Parent Attitudes; Semi Structured Interviews; Qualitative Research; Urban Schools; Social Development; Child Behavior; Personality Traits; School Role; Special Education Teachers; Teacher Role; Specialists; Autism; Pervasive Developmental Disorders; Asperger Syndrome; Elementary School Students; School Counselors; Student Characteristics; Behavior Problems; Academic Achievement; Interpersonal Relationship; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7

10.1080/1034912X.2014.955786

1034-912X

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.

As Provided

41

2014

EJ1043851