Re-storying autism: a body becoming disability studies in education approach

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Douglas, P., Rice, C., Runswick-Cole, K., Easton, A., Gibson, M. F., Gruson-Wood, J., Klar, E., & Shields, R. (2019). Re-storying autism: a body becoming disability studies in education approach. International Journal of Inclusive Education, 25(5), 605-622. https://doi.org/10.1080/13603116.2018.1563835

Publication date: 4 Jan 2019 Added to AutiHub: 29 Aug 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

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Authors

Publication authors
8
Publication authors identified as autistic
1 / 8 (12.5%)
  1. Patty Douglas
  2. C. Rice
  3. K. Runswick-Cole
  4. A. Easton
  1. M. F. Gibson
  2. J. Gruson-Wood
  3. E. Klar
  4. R. Shields *

Abstract

This paper presents and analyzes six short first-person films produced through a collaborative multimedia storytelling workshop series focused on experiences of autism, education and inclusion. The aim of the project is to co-create new understandings of autism beyond functionalist and biomedical ones that reify autism as a problem of disordered brains and underpin special education. We fashion a body becoming disability studies in education approach to proliferate stories of autism outside received cultural scripts – autism as biomedical disorder, brain-based difference, otherworldliness, lost or stolen child and more. Our approach keeps the meaning of autism moving, always emerging, resisting, fading away and becoming again in relation to context, time, space, material oppressions, cultural scripts, intersecting differences, surprising bodies and interpretative engagement. We argue that the films we present and analyse not only significantly change and critique traditional special education approaches based on assumptions of the normative human as non-autistic, they also enact ‘autism’ as a becoming process and relation with implications for inclusive educators. By this we mean that the stories shift what autism might be and become, and open space for a proliferation of representations and practices of difference in and beyond educational contexts that support flourishing for all.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 01:04.

Cited references
73
With a DOI
50
Without a DOI, from raw bibliography text
18
4 / 73 (5.5%) cited references include at least one author identified as autistic.
References with data to complete
10 / 73 (13.7%)
References with detected author names
69 / 73 (94.5%)
Without detected author names
4
Without a structured title
9
Without a stable identifier
16
References with raw author names still to review
3
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
105
From DOI or external metadata
104
From validated raw bibliography text
1
Raw names already validated
1
Raw names still to review
4
32 / 105 (30.5%) names are linked to an author already present in AutiHub. 73 / 105 (69.5%) names are not yet linked.
Names linked to a person identified as autistic
4 / 105 (3.8%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 4 / 32 (12.5%). Distinct people identified as autistic: 4 / 72 (5.6%).
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