Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2015). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. doi:10.1177/1362361315588200 Autism spectrum disorders are diverse, as are the populations affected by them. Cultural diversity and additional factors like socioeconomic class can confound approaches to autism in special education programs. One of the most important issues when working in special education generally, and with children with autism specifically, is communication. Communication includes how to speak about autism, whether or how to label students, and which terms the students and their parents prefer to use. Educators, special education teachers, and school administrators need to be aware of parent and student perceptions of different autism-related terms, and remain sensitive to their needs. In “Which Terms Should Be Used to Describe Autism? Perspectives from the UK Autism Community,” Kenny, Hattersley, Mollins, et al. (2015) start with a problem statement or research question related to preferences for how to refer to autism. The purpose or intent of the research was to inform educators and administrators in best strategies for communication related to autism, but also to inform the media, healthcare workers, and community at large.

The researchers in this study use a mixed methods design, but separated the results of the qualitative component from the quantitative. After a review of literature focusing on the different types of terminology including disability first versus person first or identity first, the researchers set out to resolve the vast differences in opinion over which nomenclature is more acceptable. The overall theoretical framework is related to identity theories, and the “relationship between...language and the identity of autistic people,” (Kenny, Hattersley, Mollins, et al., 2015, p. 3). Identity is shaped by other people’s perceptions and reactions, which in turn leads to internalization of labels. Therefore, it is important to know how labels are formed and what effect they are having on children with autism. The ultimate goal of the research is to use qualitative and mixed methods to find out what people in the autism community feel about language, seeking input from people with autism and their family members primarily, but also professionals who work with people with autism.

A convenience sample was used, including a method known as snowball sampling, which entails having an initial list of participants spread the word through their own online or in person communities. The researchers received formal ethical approval from the Research Ethics Committee at the university. An online survey was used, which included a numerical component for the quantitative analysis as well as open-ended questions for the qualitative part. Over four thousand persons completed the survey. 233 autistic adults, 758 family members and 340 professionals completed the qualitative component of the study. The researchers based the qualitative data analysis on the thematic groups, using an inductive approach. They also offered “descriptive overviews of the key features of the semantic content of data within an essentialist framework,” (Kenny, Hattersley, Mollins, et al., 2015, p. 6). Transcripts were also coded, and then themes were further analyzed and included...

difference,” and “Asperger’s vs. autism,” (Kenny, Hattersley, Mollins, et al., 2015, p. 7).
Using mixed methods allowed for a rich data set and the potential to minimize researcher bias when analyzing the results of the qualitative component of the study. Likewise, the researchers eliminated bias by dividing the results by the participant’s status (persons with autism, professionals, or family members). An abundance of quotes are provided for context, and the researchers draw conclusions accurately based on the nuanced responses. The research builds upon other studies showing that the terminology used when referring to students with disabilities does matter, and has a bearing on identity, performance, and outcomes. For example, Ballard (2016) shows how important it is to use terms that are empowering to the students and the parents. Likewise, Back, Keys, McMahon, et al. (2016) found that improving the language used to refer to students with any type of disability promotes “a more positive disability identity,” (p. 1).

Qualitative Research Paper 2:

Starr, E. M., Martini, T. S., & Kuo, B. C. H. (2014). Transition to Kindergarten for Children With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 31(2), 115–128. doi:10.1177/1088357614532497

One of the most important issues in special education is how to effectively work with the diverse range of students with autism. It is important to communicate effectively with students and parents, while also remaining aware of and sensitive to cultural differences that also impact perceptions, attitudes, and beliefs. Moreover, administrators and educators need to provide the most effective evidence-based practices that can prepare all students on the autism spectrum for educational transitions. In “Transition to Kindergarten for Children with Autism Spectrum Disorder,” Starr, Martini & Kuo (2014) use qualitative methods to explore complex research questions related to how educators can enhance the transition to Kindergarten among minority students with autism. Minority students with autism constitute an underserved population. This research aims to contribute to the body of knowledge on best practices when working with minority students with autism in early childhood education. Using a phenomenological framework, the researchers set out to explore the lived experiences of families who are from ethnically diverse backgrounds. The researchers also applied an ecological model or framework to address the multicultural variables and contextual factors. Specifically, the authors use Bronfenbrenner’s Ecological Systems Theory.

The qualitative research design used was a focus group study, in which participants included kindergarten teachers, parents, early childhood resource teachers, and early intervention providers. The authors base their focus group structure on prior research showing the points of anxiety parents often report, as well as research on successful transitions to kindergarten for diverse student populations. Culture has been shown to be a significant factor impacting perceptions of education and the transition to Kindergarten. Research has also shown that minorities are underrepresented in special education and may often not receive the support services or…