Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1349-1367 Titre : Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use Type de document : texte imprimé Auteurs : Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1349-1367 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Computer-Assisted Instruction  Education, Distance  Humans  Language  Technology  autism  disability  identity-first  neurodiversity  person-first  quality of life  terminology  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use [texte imprimé] / Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur . - p.1349-1367. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1349-1367 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Computer-Assisted Instruction  Education, Distance  Humans  Language  Technology  autism  disability  identity-first  neurodiversity  person-first  quality of life  terminology  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 26-5 (July 2022)  

Public ISBD [article]  inAutism > 26-5 (July 2022) . - p.1349-1367 Titre : Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use Type de document : texte imprimé Auteurs : Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1349-1367 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Computer-Assisted Instruction  Education, Distance  Humans  Language  Technology  autism  disability  identity-first  neurodiversity  person-first  quality of life  terminology  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use [texte imprimé] / Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur . - p.1349-1367. Langues : Anglais (eng) in Autism > 26-5 (July 2022) . - p.1349-1367 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Computer-Assisted Instruction  Education, Distance  Humans  Language  Technology  autism  disability  identity-first  neurodiversity  person-first  quality of life  terminology  conflicts of interest with respect to the research, authorship and/or publication  of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Parents' views and experiences of talking about autism with their children / Laura CRANE in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.1969-1981 Titre : Parents' views and experiences of talking about autism with their children Type de document : texte imprimé Auteurs : Laura CRANE, Auteur ; Lauren JONES, Auteur ; Rachel PROSSER, Auteur ; Morvarid TAGHRIZI, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1969-1981 Langues : Anglais (eng) Mots-clés : acceptance  autism  awareness  diagnosis  disclosure  parents Index. décimale : PER Périodiques Résumé : The way an autism diagnosis is disclosed to parents has been found to play a crucial role in their acceptance of, and the way they cope with, their child's diagnosis. Yet, research into parents' subsequent experiences of disclosing a diagnosis to their children, and talking to their families about autism more generally, is limited. Using an online survey, the current study examined 558 parents' experiences of talking about autism with their autistic and non-autistic children. Results demonstrated that most parents (n = 379, 67.9%) had told their autistic children about their diagnosis. Despite few parents (n = 163, 20.4%) receiving advice or support regarding the disclosure of the diagnosis, those that had disclosed felt satisfied with the process (n = 319, 84.2%) and felt confident in talking about autism with their children (n = 339, 92.4%). Those who had not told their autistic children about the diagnosis largely planned to discuss this with their child in the future (n = 100, 73.5%), felt confident in doing so (n = 95, 70.9%) and were satisfied with their decision (n = 95, 70.4%). Analysis of open-ended data, using thematic analysis, highlighted the importance of openness and the need to tailor explanations to individual children's needs, while acknowledging that disclosure could often be challenging for parents. En ligne : http://dx.doi.org/10.1177/1362361319836257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Parents' views and experiences of talking about autism with their children [texte imprimé] / Laura CRANE, Auteur ; Lauren JONES, Auteur ; Rachel PROSSER, Auteur ; Morvarid TAGHRIZI, Auteur ; Elizabeth PELLICANO, Auteur . - p.1969-1981. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.1969-1981 Mots-clés : acceptance  autism  awareness  diagnosis  disclosure  parents Index. décimale : PER Périodiques Résumé : The way an autism diagnosis is disclosed to parents has been found to play a crucial role in their acceptance of, and the way they cope with, their child's diagnosis. Yet, research into parents' subsequent experiences of disclosing a diagnosis to their children, and talking to their families about autism more generally, is limited. Using an online survey, the current study examined 558 parents' experiences of talking about autism with their autistic and non-autistic children. Results demonstrated that most parents (n = 379, 67.9%) had told their autistic children about their diagnosis. Despite few parents (n = 163, 20.4%) receiving advice or support regarding the disclosure of the diagnosis, those that had disclosed felt satisfied with the process (n = 319, 84.2%) and felt confident in talking about autism with their children (n = 339, 92.4%). Those who had not told their autistic children about the diagnosis largely planned to discuss this with their child in the future (n = 100, 73.5%), felt confident in doing so (n = 95, 70.9%) and were satisfied with their decision (n = 95, 70.4%). Analysis of open-ended data, using thematic analysis, highlighted the importance of openness and the need to tailor explanations to individual children's needs, while acknowledging that disclosure could often be challenging for parents. En ligne : http://dx.doi.org/10.1177/1362361319836257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

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