This item is only available electronically.Labels have been argued to pathologise difference and stigmatise individuals as ‘deviant’ from societally-enforced ‘norms’. Currently situated within an ‘autism epidemic’, the implications of labelling a child with Autism Spectrum Disorder (ASD) are important to investigate in order to recognise the potential impact an ASD label may have upon a child’s wellbeing. There is limited literature discussing the impact of an ASD label within the contemporary shift to inclusive education. This qualitative study explored ten primary school teachers’ perspectives of the implications of labelling children with ASD within the current educational environment. Thematic analysis identified that teachers were active in making meaning of the ‘autism’ label , whilst further data-driven themes reflected the perceived implications of a label. Findings indicated that teachers framed a diagnosis as largely beneficial to the outcomes of a child. The ASD label provided necessary funding, informed teaching practices, managed expectations and acted as an explanation for behaviours perceived as ‘different’, thereby informing understandings. Analysis also suggested a conflict in the framing of the label between teachers and parents; some parents were perceived as resistant to recommendations for diagnosis due to fears of stigmatisation. Teachers acknowledged, however, that increasing prevalence, changes in societal awareness and a shift to inclusive education aided in the mitigation of stigmatising attitudes. These findings provide initial evidence that teachers frame the ASD label as helpful to the social and academic outcomes of primary school children within the current educational environment. This positivist outlook may be useful for parents struggling to reconcile with the idea of ascertaining a diagnosis of ASD and provide guidance for conversations between schools and parents.Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 201
