Autism, the Social Thinking Curriculum, and Moral Courage

Autor/in	Richman, Kenneth A.
Titel	Autism, the Social Thinking Curriculum, and Moral Courage
Quelle	In: Power and Education, 7 (2015) 3, S.355-360 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743815607026
Schlagwörter	Autism; Pervasive Developmental Disorders; Social Development; Social Behavior; Teaching Methods; Neurological Organization; Barriers; Inhibition; Reinforcement; Power Structure; Moral Values + Suchen Sie Ihr Suchwort? Autismus; Soziale Entwicklung; Social behaviour; Soziales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Hemmung; Positive Verstärkung; Moral value; Ethischer Wert
Abstract	Michelle Garcia Winner's Social Thinking Curriculum is widely used by schools across the USA and has garnered attention internationally. The curriculum addresses social language and behavior deficits among those on the autism spectrum. Although many embrace this curriculum without reservation, the emphasis on social conformity, including avoiding behaviors that make others uncomfortable, merits scrutiny. Individuals who have difficulty understanding social cues and conventions can derive tremendous benefit from learning to fit in, for example, or learning what is likely to make others uncomfortable and why. However, too much emphasis on pleasing others can reinforce undesirable tendencies. For example, autism is already linked to avoidant personality disorder. An emphasis on avoiding making others uncomfortable may also inhibit the development of principled ethical thinking and action. Reframing social thinking to treat it not (or not only) as an end in itself, but as a way to achieve a variety of social and personal goals would go a long way toward addressing the weaknesses of the Social Thinking Curriculum. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01