CRITICAL DISABILITY: AUTISM

A Research Paper Proposal submitted to the Graduate Program in Critical Disability Studies in partial fulfillment of the requirements for the degree

By: Kathryn Connors

For: Masters of Arts

Graduate Program in Critical Disability Studies

Supervisor's Name: Gary Brunch

Advisor's Name:

York University

Toronto, Ontario

M3J 1P3

TABLE OF CONTENTS

CHAPTER NO 1: INTRODUCTION1

Statement of the Problem1

Research Objectives4

CHAPTER NO 2: LITERATURE REVIEW5

Ministry of Education Canada5

The Importance of Education for Autistic Children6

Autism from Within6

Education Ministry Canada and Support to Children with Autism7

Autism Residential Placement Options9

HUG Project Initiative9

The Autism Acceptance Project - Rejecting Reality10

CHAPTER 3: METHODOLOGY11

Research Design11

Search Technique12

Literature Search12

Critical Appraisal Tool12

Ethical Concerns13

Reliability/Dependability13

Validity15

REFERENCES16

CHAPTER NO 1: INTRODUCTION

Statement of the Problem

The Ministry of Education strives to provide students with the best type of skill development that will allow students to reach their potential and become fully functioning members of society. It is generally believed that the more education a person has, the better chance they will have at becoming successful in life. As such, allowing access to education remains a fundamental human right within Canada. The Education Act (2011) states: “every person who attains the age of six years on or before the first school day in September in any year shall attend an elementary or secondary school on every school day from the first school day in September in that year until the person attains the age of 18 years” (21(1)).

For students with a disability, the Ministry of Education provides supports for those with a diagnosed and identified disability. Accommodations and modifications vary with the student in keeping the diagnosed needs of the student. Ministry standards (Ministry of Education, Individual Education Plans, 2000) states that for any student identified with a disability, a support plan entitled an Individual Educational Plan or IEP be developed noting any accommodation and supports.

As awareness, research and early diagnosis of various disabilities, more notably Autism Spectrum Disorders continues to increase, the Ministry of Education is now put in a position where they are expected to provide more specialized supports targeting the specific needs and abilities of students with Autism Spectrum Disorders. Despite the many gains and breakthroughs that have been observed over the decades in regards to supporting students with Autism within the Ontario school board, it is the personal belief of this writer that the type of supports that are currently available, do not meet the expectations set forth in the Ministry of Education's guidelines. Through my professional and personal experiences I have observed that a widening gap between the type of support required to fully teaching students on the spectrum and the actual support given is common. Though my various levels of involvement in special education planning for students with autism, I have noted that the school board has the best intentions when it comes to providing an individualized plan that works for students on the spectrum.

The Ministry of Education applies a Socio-Educational view to students with autism, ultimately placing the 'problem' with the child as opposed to the system in which they are taught. Various experts in the area of autism reject ...