Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion
Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion
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主流学校中针对自闭症谱系青少年的特殊单位：正常化、异常化、包容和排斥的场所
DOI：
10.1068/a44456
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Holt L
中科院分区：
文献类型：
--
作者：
Holt L
本文探讨了在英国主流中学的特殊单位就读的自闭症谱系 (AS) 年轻人的经历。这篇论文引发了当代关于全纳教育以及更广泛的特殊教育本质的争论。在这些争论中，AS 的年轻人在很大程度上被忽视了。本文重点关注 AS 中的年轻人所经历的正常化和异常化过程，以及这些过程如何与学校空间内的包容和排斥相互联系。有时，该单位是异常行为的容器。然而，正常化进程遍布整个单位，试图纠正 AS 中年轻人异常的身心情绪，使他们能够融入主流学校。规范化被概念化为一组特定于社会空间和情境的实践；规范在颁布时就通过对异常的实际感觉而出现。 AS 中的年轻人有时会修改规范，他们与该单位的联系使他们成为明显的少数群体。因此，尽管存在一些问题，特殊单位可以促进真正的“包容性”教育，其中主流学校空间中流传的规范被转变为接受身心情感差异。
This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on the AS are subject, and how these are interconnected with inclusion and exclusion within school spaces. At times, the unit is a container for the abnormally behaving. However, processes of normalisation pervade the unit, attempting to rectify the deviant mind—body—emotions of the young people on the AS to enable their inclusion within the mainstream school. Normalisation is conceptualised as a set of sociospatially specific and contextual practices; norms emerge as they are enacted, and via a practical sense of the abnormal. Norms are sometimes reworked by the young people on the AS, whose association with the unit renders them a visible minority group. Thus, despite some problems, special units can promote genuine ‘inclusive’ education, in which norms circulating mainstream school spaces are transformed to accept mind—body—emotional differences.
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影响因子：
3.8
作者：
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通讯作者：
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DOI：
10.1177/10634266070150010401
发表时间：
2007-03-01
影响因子：
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DOI：
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发表时间：
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期刊：
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作者：
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通讯作者：
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影响因子：
1.3
作者：
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影响因子：
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