Kiss my Asperger's: turning the tables of knowledge

Abstract

Since the early 1990s Asperger's syndrome (AS) has steadily gained media attention and public recognition to the point of being described as a cultural obsession. Using multi-method inquiry this paper: (1) challenges prevailing medicalised discourses of AS by including a satire of the Diagnostic and Statistical Manual of Mental Disorders-IV (DSM-IV) [1994. Washington, DC: American Psychiatric Publishing] and a critique of advertisements created about AS and other related disabilities; (2) offers alternative interpretations within social, cultural, historical, and personal contexts; (3) foregrounds the experience and understanding of AS from individuals with AS; (4) contemplates the need for schools and colleges to become more receptive to neurodiversity, and to support students with AS. The author calls attention to the ongoing problematics of defining AS and illustrates how disability studies in education helps reframe AS in diverse ways, valuing the ontological and epistemological differences between ‘official’ representations and individuals with the AS label.†

^†Both professional and popular literature use Asperger and Asperger's interchangeably. The latter is used in this paper.

Keywords:

• disability
• higher education
• inclusive education
• education policy

Notes

^†Both professional and popular literature use Asperger and Asperger's interchangeably. The latter is used in this paper.

Neurotypicals or NTs is synonymous with non-autistic individuals.

The definition of Asperger's Syndrome is printed from the DSM-IV manual with permission from the American Psychological Association.

Note the seemingly arbitrary number akin to actual numbers used by DSM-IV actually symbolises Satan in the Christian religion.

The definition is an abridged version. For the full version, see http://isnt.autistics.org/.

‘Autism spectrum disorder must meet criteria 1, 2, and 3:

1.	Clinically significant, persistent deficits in social communication and interactions, as manifest by all of the following: A. Marked deficits in nonverbal and verbal communication used for social interaction: B. Lack of social reciprocity; C. Failure to develop and maintain peer relationships appropriate to developmental level
2.	Restricted, repetitive patterns of behaviour, interests, and activities, as manifested by at least two of the following: A. Stereotyped motor or verbal behaviours, or unusual sensory behaviours B. Excessive adherence to routines and ritualised patterns of behaviour C. Restricted, fixated interests
3.	Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities)’

Source: American Psychiatric Association: http://www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=94#