What is it about?
This article deals with problems of stigmatization of children with diagnoses like ADHD and ASD within main stream education. When teachers, educational- and social workers are confronted with children with these diagnoses, there are two dominating but opposing views from which they can take outset. One view urges professionals to consider the diagnoses as pointing to mental disabilites, the other view takes critical stance towards diagnoses as means of stigmatization. Therefore, professionals are seemingly offered contraditory perspectives when dealing with children with these diagnoses. The article offers theoretical tools aimed at turning the theoretical problems of these opposing stands into questions to be dealt with in the course of educational practise.
Featured Image
Photo by Nathan Anderson on Unsplash
Why is it important?
An increasing amount of children are diagnosed with ADHD and ASD worldwide. Professionals like teacher, education- and social workers are confronted with these children in the course of practise without training or means to deal with the problems arising in practise. It is important that these professionals are not working on basis of contradictory prejudices about the children but with sensitivity to the specific child in question and in ways that make diagnoses informative and not obstructive.
Perspectives
Read the Original
This page is a summary of: Attention-deficit hyperactivity disorder and autism spectrum disorder diagnoses as ideal types: A reinterpretation of stigma within the context of mainstream education, Theory and Research in Education, March 2019, SAGE Publications,
DOI: 10.1177/1477878519833747.
You can read the full text:
Contributors
The following have contributed to this page