The lived experience of autistic teachers: a review of the literature

ABSTRACT

To date, discussion regarding autism in education has been primarily concerned with autistic students, and research usually relates to pedagogical practices that can be implemented by neurotypical teachers to support them. Seldom does the conversation around autism in the classroom consider autistic teachers, which automatically negates lived experience which could provide critical insights into inclusive education. This review examines literature which is concerned with the lived experiences of autistic teachers in education settings from early childhood to high school, with the purpose of illuminating the understanding of autism in schools. This study finds that autistic teachers are more prevalent than traditional ideas about education have suggested, with many teachers deciding to hide their autism due to negative stereotypes and discriminatory behaviour. This study focuses on the range of strengths and challenges that autistic teachers experience and highlights a gap in the literature exploring lived experience of autistic teachers, conducted by autistic researchers. The study concludes that autistic voices are essential for addressing disconnects between inclusive education theory and practice; a disconnect which creates barriers to success for autistic people in society.

KEYWORDS:

• Autism
• autistic
• teacher
• teaching
• inclusive
• education

Acknowledgements

I would like to express thanks to my two supervisors, Dr Christopher Rayner and Dr Stephanie Clayton, for their excellent advice, guidance, editing, and ongoing support.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported by an Australian Government Research Training Program (RTP) Scholarship

Notes on contributors

Cat StEvens

Cat StEvens is a PhD candidate at the College of Arts, Law and Education, University of Tasmania in Australia. She holds a Master of Teaching degree and a First Class Honours in English Literature and Language. Her research interests lie in autism, inclusive early years, primary and secondary education, social justice theory, and autism advocacy, and has extensive experience in the field.