This chapter troubles Asperger's Syndrome (AS) just as Judith Butler and the scholars she has inspired have troubled any and all fixed identity categories. In particular, queries Asperger's Syndrome ...and untethers it from the foundationalist assumptions of a taken-for-granted 'ab/normal' body. It uses a selection of Butler's theoretical tools, performativity, intelligibility and discursive agency, to present a different version of Asperger's Syndrome, one viewed through the necessary constraints of subjectification and the predictable sorts of trouble that follows for those located within a politics of fixed embodiment. Specifically, it puts Butler to work to interrogate an excerpt from a diagnostic interview in which a young boy was diagnosed with Asperger's Syndrome as well as a selection of posts to a discussion board thread at the Asperger's community support website WrongPlanet.net. It provides novel and genuinely critical insights in the field of critical disability studies. Author extract, ed
Beginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the ...issues faced by students, and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed.
The paper reports the results of a survey carried out in Western Australia to ascertain how teachers and principals view the work of psychologists (guidance officers) in schools. A representative ...sample of teachers in primary and secondary schools rated the frequency of a wide range of activities they perceived being carried out by psychologists, how well these activities were carried out, and whether they would like to see more or less of them. Perceptions of the process and quality of service delivery and the qualifications and experience of guidance officers were also sampled. The results indicated that traditional child‐centred activities were still rated by most school staff as occurring more frequently than newer, system‐centred ones. There were significant differences in the perception of the quantity and qualities of services received between teachers and principals and between those with most contact with psychologists versus those with least. Implications of the results for education‐based psychological services are discussed.
This study investigated the relative importance of assessment‐based factors (attainment, IQ), and non‐assessment‐based factors (sex, age, reason for referral) on the placement recommendations of ...guidance officers (school psychologists) for children of borderline eligibility for special education services. Respondents were asked to recommend the most appropriate placement, from regular classroom to full‐time special education class, and to rate the importance of the information presented in the case folder to their decision. Overall, 55% of the respondents recommended full‐time special school placement and all of the respondents recommended some form of special education service. There were discrepancies between what guidance officers perceived as influencing their decisions and what actually influenced them. Assessment‐based factors of attainment levels and IQ scores were perceived as most influential and sex was perceived as the least influential. Statistical analysis revealed that girls were significantly more likely to be recommended for special school, as were cases with lower IQs. More boys than girls are referred for placement so it could be that when a girl is referred she is viewed as having more serious problems and requiring special services.
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