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ERIC Number: EJ1094722
Record Type: Journal
Publication Date: 2016-Mar
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0952-3383
Using Symbolic Interactionism Insights as an Approach to Helping the Individual with Asperger's Syndrome Overcome Barriers to Social Inclusion
Hughes, Paul
British Journal of Special Education, v43 n1 p60-74 Mar 2016
This article outlines a case for using symbolic interactionism as a tool to help individuals with Asperger's syndrome reconcile situations in which communication might prove challenging. This study builds on previous work carried out by the author which describes an autoethnographical approach to help the individual with Asperger's syndrome gain insights into ways to engage effectively with the social situations they encounter. It is well documented that those with Asperger's syndrome find many social situations challenging and that commonly understood verbal and non-verbal communication "signs" and "symbols" may be difficult for them to interpret in ways intended by others. It is within this context that the work seeks to examine communication issues in terms of the symbolic interactionism notion of the "Me" and how this understanding can help the individual with Asperger's syndrome model their own behaviour from a symbolic interactionism point of view. The article begins with a discussion of the background to the research and how an inability to read the communication "signs" and "symbols" around them can make it difficult for the learner with Asperger's syndrome to have a commonly held understanding of the social setting in which he or she operates. The work gives a personal insight from a person with Asperger's syndrome into how symbolic interactionism coupled with autoethnography can be used as tools to enable the learner with Asperger's syndrome to explore the nature of communication patterns under such circumstances. The work includes vignettes which highlight experience from such a personal perspective.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A