Disqualified in the human race: a close reading of the autobiographies of individuals identified as autistic

Abstract

Much can be learned about the experience of autism by listening to the voices of individuals so labelled. They describe their understanding of competence, living in a culture where autism is considered deviant, deficient and outside the range of ‘normal’ human experience. This paper utilises autobiographical accounts written by individuals who identify as autistic as a source of qualitative research data and specifically explores the ways in which these texts address issues of competence. Using narrative inquiry, it explores how individuals with autism, both adults and adolescents, describe their own notions of competence and, further, the instructional practices that support their ability to demonstrate their competence.

Keywords:

• autism
• autobiography
• competence
• inclusive education
• inclusion
• intelligence

Notes

1. Rapid Prompting is a method where communicative responses are elicited through intensive verbal, auditory, visual, and tactile prompts. However, it is considered to be different from Facilitated Communication.

2. Facilitated Communication is an alternative means of expression for people who cannot speak, or whose speech is highly limited (e.g., echoed, limited to one or a few word utterances), and who cannot point reliably. The method has been used as a means to communicate with individuals with severe disabilities, including persons with labels of ‘mental retardation’, autism, Down’s syndrome, and other developmental disabilities.