Pathological Demand Avoidance: Is it time to move beyond the pathological need to not to develop more inclusive pedagogical practices?

Richard Woods

Abstract


A letter to the Editor from Richard Woods.

References


Burgstahler, S. and Russo-Gleicher, R., 2015. Applying Universal Design to Address the Needs of Postsecondary Students on the on the Autism Spectrum. Journal of Postsecondary Education and Disability, 28 (2), 199-212.

Carlile, J., 2011. Helping Your Helping your child with PDA to play: eight strategies for supporting a child with Pathological Demand Avoidance Syndrome at home. Good Autism Practice, 12 (2), 51-55.

Christie, P., 2007. The Distinctive Clinical and Educational Needs of Children with Pathological Demand Avoidance Syndrome: Guidelines for Good Practice. Good Autism Practice, 8 (1), 3-11.

Dalkilic, M. and Vadeboncoeur, J., 2016. Re-framing Inclusive Education Through the Capability Approach: An Elaboration of the Model of Relational Inclusion. Global Education Review, 3 (3), 122-137.

Haug, P., 2017. Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19 (3), 206-217.

Milton, D., 2012. So what exactly is autism? Autism Education Trust.

Milton, D., 2013a. ‘Natures Answer to over-Conformity’: Deconstructing Pathological Demand Avoidance. In: Autism Experts. Available at: http://autismexperts.blogspot.co.uk/2013/03/natures-answer-to-over-conformity.html (Accessed 04 February 2017).

Milton, D., 2013b. ‘Reversing the vicious circle of psycho-emotional disablism in the education of autistic people’, Championing research, educating professionals: how compatible are elitism, inclusion and social justice? University of Birmingham, 127-134.


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