To the maximum extent appropriate: determining success and the least restrictive environment for a student with autism spectrum disorder

ABSTRACT

This case study uses an institutional ethnography approach to investigate the experiences of the parents of a son who has autism spectrum disorder (ASD) as they engaged in meetings related to his progress and placement with school personnel over the course of one school year. Through an analysis of the discourse used in these meetings and documents generated by the district and the parents, the researcher highlights how administrators managed and controlled meetings and decision-making when there was disagreement over the least restrictive environment for this child. Analyses of these meetings show how the structure and wording of behavioural plans and other formal documents reinforce common stereotypes about children with ASD – even when information is presented to suggest that such stereotypes are incorrect.

KEYWORDS:

• Institutional ethnography
• disability studies in education
• least restrictive environment
• case study
• inclusion
• Individuals with Disabilities Education Act

Notes on contributor

Erin McCloskey is an Associate Professor and Chair of Education at Vassar College. Her research interests include disability studies in education, literacy, and qualitative methodologies.

Notes

1. I use identity-first language to describe my own son because he describes autism as being an integral part of who he is. I did not have the opportunity, nor was it a research objective, to talk with Nick, so I use Caroline and Steve's person-first language preference when referring to Nick. For more on this subject, see Brown (2011).