The Labyrinth of Autism: Heuristic Journeys of Fathers Who Have a Child on the Autism Spectrum

The relationship between a father and his child on the autism spectrum (AS) is a life changing and powerful experience. However, there is a paucity in the literature about fathers and their experiences with raising a child on the AS. This research study explored the phenomenological experiences of fathers who have a child on the autism spectrum through the use of heuristic inquiry. In this study, I conducted interviews with 10 fathers whose children had an official AS diagnosis. By using Seidman’s three separate, semistructured interview method, this study highlighted fathers’ experiences and provided greater understanding into their lives. Seidman’s interview method provided opportunities for the fathers to reveal the truth in their lived experiences. They revealed their joys, sorrows, and moments that have shaped their lives. The study gathered data in key areas and are organized by the findings that emerged. These findings are organized by subquestions and include: (a) fathers’ reactions before and after receiving a diagnosis, (b) the new reality the fathers experienced, (c) the roles played by fathers in their children’s lives, (d) fathers’ views on disability, (e) the impact of the fathers’ beliefs on their views of their child and autism, (f) the experiences of fathers with two children on the AS, and (g) fathers’ experiences of personal growth. The findings in this study are significant and show the continuing commitment that fathers who have a child on the AS have regarding their children. As autism prevalence rates continue to rise, this study illustrates the need for further research on fathers who have a child on the AS

A Narrative and Poetic Exploration into Self-Defining Asperger’s: Ceasing to be X-1

Research has found that females on the autism spectrum often spend years not understanding why they are different resulting in experienced otherness. My self-directed study written through narrative and poetry-explored the story of a non-traditional graduate student on the autism spectrum at a university. This thesis addresses the question “how is identity shaped through life events”? Looking inside the layers and doorways of self challenged my own long held assumptions of difference and marginalization. Acceptance of self is a lifetime journey. The result showed mentoring is a critical function of academic and personal success. Suggestions are provided to educators to see the person as an individual, look for the twice-gifted student, and attempt to understand the feelings of marginality. These suggestions are presented with the hope of bringing insight and awareness to educators’ understanding of individuals on the wide spectrum called Autism

Problematizing Disability Disclosure in Higher Education: Shifting Towards a Liberating Humanizing Intersectional Framework

Disability disclosure contains significant implications when considering democratic educational opportunities for students with disabilities in higher education. Especially for graduate students with disabilities, there is minimal research on their experiences with disability disclosure. In a collaborative autoethnography, two doctoral students with disabilities engage in a critical dialogue about how disability disclosure operates within everyday interactions. Through dialogue and praxis, our narratives highlight how acts of disability disclosure continuously construct the notion of disability, democracy, citizenship, and empowerment in higher education. In turn, critical reexaminations of disability disclosure may present insight into future directions that will ensure equal educational opportunities, attainment and achievements for all