Rethinking how Initial Teacher Education programmes can be better informed about and improve their ASD offer to student teachers form more inclusive,

自闭症教育经验的概念化，特别是在初始教师教育(ITE)中，除了关注全纳教育的会议之外，没有被广泛考虑(Sarrett，2018)。在《教师标准》(DFE，2021年)的推动下，信息技术教育方案主要关注受训者对所有学生需求的认识，包括那些被确定为特殊教育需要或残疾的学生，自闭症就是其中之一(Smith等人，2006年)。教师培训的认识论取向主要是围绕发展主义的普遍性所产生的关于“标准儿童”(Curran和Runswick-Cole，2014)的规范性的、以欧洲为中心的咒语而构建的。Barker和Mills(2018)指出，日益增长的心理健康教育趋势也渗透到ITE中，这是基于儿童和儿童的精神病学化、医学化和心理化，以及相关的识别、评估和标记过程，通常在学校和教育工作者中使用。古德利等人。(2014)描述了那些在规定的阶段和年龄未能取得线性进展的人的身体是如何病理的。沃森(2022)认识到这种心理发展主义如何在课堂上产生一种“正常”的感觉，从而认可比较，并将陷入自闭症谱系障碍(ASD)等类别的儿童定位为不知何故缺乏或太多(Bohlmann，2017)。在这种情况下，自闭症学生往往被剥夺了他们的代理感和发言权，取而代之的是好奇心和知识的对象，不鼓励自我表达(Scott-Barrett等人)。2022年)。这项研究将集中于ITE课程如何更好地适应有关ASD的教育，以改变实习教师更具包容性的未来课堂实践。

The conceptualisation of the autistic experience in education, specifically in Initial Teacher Education (ITE), is not widely considered beyond sessions that focus on inclusive education (Sarrett, 2018). Driven by the Teachers' Standards (DfE, 2021), ITE programmes are largely concerned with the trainee's developing awareness of the needs of all pupils, including those who fall into categories identified as special educational needs or disabilities, of which Autism is one (Smith et al., 2006). The epistemological orientation of teacher training is predominantly constructed around normative, Eurocentric mantras around the 'standard child' (Curran and Runswick-Cole, 2014) emanating from the universality of developmentalism. Barker and Mills (2018) notes the growing psy-trends also infiltrating ITE based on the psychiatrization, medicalization and psychologization of children and childhood, together with the associated processes of identification, assessment and labelling, typically used in schools and by educators. Goodley et al. (2014) describe how the bodies of those who fail to make linear progress via prescribed stages and ages are pathologised. Watson (2022) recognises how such psy-developmentalism produces a sense of 'normal' in the classroom that sanctions comparisons and positions children falling into SEND categories such as Autistic Spectrum Disorder (ASD) as somehow lacking, or too profuse (Bohlmann, 2017). Under such conditions, Autistic pupils are often stripped of their sense of agency and voice, instead rendered objects of curiosity and knowledge, discouraged from self-expression (Scott-Barrett et al. 2022). This study will focus on how ITE programmes can better accommodate education about ASD to transform student teachers' more inclusive, future classroom practice.