THE WAY I SEE: USING PHOTOVOICE AS AN EXPRESSIVE TOOL FOR STUDENTS

WITH AUTISM SPECTRUM DISORDER

Dominique Sargent Roy

A Capstone Project Submitted to the Faculty of Education
McGill University

[December 2016]

in Partial Fulfillment of the Requirements for the Degree of Master of Teaching and Learning in
the Department of Integrated Studies in Education

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Copyright [2016] by [Dominique Roy]

All Rights Reserved

Revised June 2016. Adapted in part from the Capstone Guidelines from the University of Lethbridge.

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Abstract
Autism spectrum disorder (ASD) and Aspergers Syndrome (AS - considered to be a mild
form and recognizable type of autism (Frith, 1991, p.1)) manifests itself as behavioural
disorders. Currently, there is a lack of true understanding of the needs and wants of those with
ASD and AS in a school setting. If education and providing opportunity for individual
expression is the goal, then a greater insight is needed with those with ASD and AS, to facilitate
and optimize learning and comfort within schools. In her dissertation, Photovoice and Autism,
Mihalik (2012) states that in order to provide accessible education, the wants, needs, and desires
of the people we aim to serve (p.5) must be communicated. The only way in which this is to
authentically occur is through more appropriate and meaningful ways to build communication
methods accessible to all (p.5). For this reason, in this Capstone research project I will discuss
the use of Photovoice as a mean of giving a voice to students with Autism Spectrum Disorder.

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Table of Contents
Background 5
Autism Spectrum Disorder 5
Photovoice . 5
Rationale 6
Purpose Statement .. 6
Research Question .. 7
Annotated Bibliography .. 8
Methodology 9
Capstone Critical Literature Review ..11
Explaining Autism . 11
Social Exclusion . 13
The Subjective Experience: Just a Different Language . 14
Photovoice: A New Way of Seeing .16
Conclusion: A Necessary Change 18
Findings and Discussion ..... 20
Implications for Future Teaching. 21
Using Photovoice in the Classroom . 21
Conducting Photovoice: Step by Step . 22
Conclusion 22
References 25

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Background
Autism Spectrum Disorder
Autism spectrum disorder (ASD) manifests itself as behavioural disorders which differs
greatly from person to person. These include a variety of developmental restrictions comprising
of communication, socialization, thinking, cognitive skills, interests, activities, and motor skills.
1 out of 4 times ASD can be coupled with physical problems such as epilepsy (Goldstein,
Naglieri, Rzepa, Williams, 2012).Those with ASD can have difficulty forming relationships due
to challenges in reading emotional social cues (Greenspan, Weider, 2006). This can inhibit a
positive schooling experience due to bullying (Nowell, Brewton, Goin-Kochel, 2014) and lack of
resources for additional support staff (Osborne, Reed, 2011). It has been shown that students will
have a better schooling experience and understanding of the academic material if the innately
unique learning styles of each child is kept in consideration (Brandt, Gardner, 1993). Logically
following, the same would be for those with ASD.
While there are recorded observations and some studies on ASD children integrating in
public schools, these perspectives are coming from on-lookers and not those living with ASD.
There is a lack of true understanding of the needs and wants of those with ASD in a school
setting. Given the proper opportunity for expression, a greater insight into those with ASD and
how to facilitate greater learning and comfort within schools could be made possible.

Photovoice
Developed by Caroline Wang and Mary Ann Burris (2000) photovoice was developed as
a process by which people can identify, represent, and enhance their community through a
specific photographic technique (p.82) in the 1990s (Amos et al., 2012). Photovoice gives a
voice to people who normally do not have any real impact on the decisions, and sometimes

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structure and rules, that impact their everyday lives (Amos et al., 2012). Participants express
their experiences through photographs they themselves have taken. These photographs push for
change by coupling them with written phrases, sentences or paragraphs, that connect them to
their community (Wang et al., 2000). As expressed by Wand et al (2012) Because a picture is
worth a thousand words, (photographs) can be a powerful way to help others understand and
connect with the issues (p. 3).

Rationale
The purpose of this study is to explore the use of Photovoice as a means of bridging the
gap between students with Autism Spectrum Disorder and mainstream students. It also provides
a tool for students with ASD that will enable their voices to be heard. This will allow for a shift
in the emphasis of instruction to include strategies that align with student learning styles,
(Carnahan, 2006) which can result in the improvement of acceptance of students with ASD and
their school experience. Data will be collected through peer-reviewed journals and articles and
in-class observations in two public high schools in Montreal, and one private developmental
center in Montreal.

Purpose Statement
The purpose of this critical literature review is to explore the best practices in which to use
Photovoice as a means of communication and integration amongst students with Autism Spectrum
Disorder. I will review existing journal articles, draw on my own observations in public high
schools as well as my experiences at a private developmental center for students with learning and
physical disabilities.

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Research Questions
The primary question to be addressed in this research is:
What are the best practices in which to use Photovoice as a means of communication for
students with Autism Spectrum Disorder?

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Annotated Bibliography
Carnahan, C. R. (2006). Photovoice: Engaging Children with Autism and Their
Teachers.Teaching Exceptional Children, 39(2-), 44-50.
Summary: Carnahan conducted a study in which she implemented a program in a
kindergarten class where the teacher with two students with ASD engaged in Photovoice as a
means of teaching material and inspiring responses. She discovered that as a result of the
implementation of Photovoice the two children became more social, attentive and participated
more in the classroom, Photovoice allowed the two students to feel included and accepted within
the school community. The teachers also used photo-voice in order to express their needs and
strengths when teaching students with autism.

Brandt, R. (2002) On Teaching for Understanding: A Conversation with Howard Gardner.

EBSCO Publishing.
Summary: This conversation is an interview with Howard Gardner that focuses on how to
preserve the imagination and the innate ability to question everything in 5-year olds as they grow
older. It discusses how innovative and creative young children are but as a result of the
structured education in schools, students ability to be creative becomes less significant as
children progress in their academic careers. This conversation also compares what is being
taught in schools with the pertinent skills and knowledge actually needed in the workforce, and
how students learn to memorize information but do not actually understand its relevance in
context to the world around them.

Greenspan, S., and Wieder, S. (2006). Engaging autism: Using the floortime approach to help
children relate, communicate, and think. Cambridge, MA: Da Capo Lifelong Books.
Summary: Greenspan and Wieder discuss how it has been the symptoms of Autism Spectrum
Disorder (ASD) that have been treated not the underlying issues. They explain the
developmental, individual-difference, relationship-based (DIR) model or Floortime model for
those high functioning ASD children. This model helps build healthy developmental behavior
rather than purely on the symptoms associate with ASD. They claim that those who have worked
with this model have made great improvement that in the past has not been expected.

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Goldstein, Sam. Naglieri, Jack. A. Rzepa, Sara. Williams Kevin. M. (2002) Psychology in the
Schools, 49(10).
Summary: This article examines the symptoms of those with ASD ranging in age from six to
eleven and twelve to eighteen years old based on observations from their parents and teachers.
The samples came from the US and Canada. Goldstein et al provide a three-factor solution that
includes Social/Communication, Unusual Behaviors, and Self-Regulation. They found high
congruencies traversing sexes raters, ethnic groups, and age ranges.

Nowell, K., Brewton, C., & Goin-Kochel, R., (2014) A Multi-Rater Study on Being Teased
Among Children/Adolescents With Autism Spectrum Disorder (ASD) and Their Typically
Developing Siblings. Associations With ASD Symptoms. 29(4) 195-205
Summary: This study examines the experiences of those with siblings with ASD. The study
found that the frequency those with siblings that have ASD are bullied or teased either verbally
or physically was greater than those with siblings without a learning disability. The study goes
into detail about the factors related to a higher risk of being bullied and the perception of
bullying. It finishes by reflecting on some problems with itself.

Osborne, L., & Reed, P. (2011). in Autism Spectrum Disorders, 5(3).

Summary: This study examines the impact of those with ASD in both mainstream and special
setting. The children in this study were evaluated at the beginning of the school year and at the
end. It was noted that all children made improvements academically, however, those in a special
setting were found to have made greater strides in their conduct and socialization. The authors
also discuss the need for extra teacher-aids in mainstream schools for those with learning
disabilities.

Methodology
In this Capstone Research project, I will be conducting a critical literature review in order
to better understand gaps in the learning of students with ASD and their peers. I will examine the
use of Photovoice as a learning tool that provides students with ASD with a louder voice for their
demands of their learning. As straightforwardly put by Jeffrey Knopf (2006) a literature review

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summarizes and evaluates a body of writings about a specific topic (abstract) therefore the
research in which I will be conducting and discussing will be in a form of a critical literature
review. I will include my own observations from working with students with ASD in an
elementary developmental center in Montreal, my experience conducting the use of Photovoice
in three secondary 3 high school classes in Montreal as well as various academic journals and
articles written on the subjects. I will conclude with providing an informative brochure and
Powerpoint that explains the steps needed to conduct a Photovoice activity for both students with
and without ASD.

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Capstone Critical Literature Review

Cameras are provided to the people with the least access to those who make decisions that
affect their lives, giving them the opportunity to define themselves. - Susan Ridley

Explaining Autism
Autism spectrum disorder (ASD) and Aspergers Syndrome (AS - considered to be a mild
form and recognizable type of autism (Frith, 1991, p.1)) are considered to be behavioural
disorders. These disorders, which vary greatly from person to person, include a variety of
developmental constraints comprising of communication, socialization, interests, activities,
cognitive and motor skills. One out of four times these symptoms are coupled with physical
difficulties such as epilepsy (Goldstein, Naglieri, Rzepa, Williams, 2012). Frith explains that
ASD is a brain abnormality originating as a genetic fault, brain insult or brain disease (1991,
p.2) whose symptoms increase over a period of time before hitting a plateau.
Like any child, these students can demonstrate either introverted or extroverted qualities
(Heinrichs, 2003). Howlin (2002) uses the terms avoidant/passive and engaging when
describing these differences in those with AS. The introverts or avoidants/passive students tend
to keep to themselves, be less verbal, and tend not to interact in social situations, while the
extroverts or engagers can exhibit excessive bossiness, inflexibility, and difficulty with social
interactions during play (Heinrichs, 2003, p.53). Heinrichs (2003) explains that children with
ASD show more extreme symptoms of passivity or provocation than their peers and are therefore
likely targets for bullies (p.55).

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Because of their inability to read emotional and social cues (Greenspan, Weider, 2006),
those with ASD and AS have difficulty forming relationships, which make these children
susceptible to bullying. This can inhibit a positive schooling experience (Nowell, Brewton, GoinKochel, 2014). Bullying from peers is not the only issue those with ASD and AS have to face in
an integrated schooling environment. It has been shown that all students will have more positive
school experiences and greater understanding of course material if the innately unique learning
styles of each child is considered (Brandt, Gardner, 1993). Logically, these same parameters
would be true for those with ASD and AS. Therefore, current teaching methods may need to be
adjusted to enhance the learning of students with ASD or AS in an integrated classroom.
Currently, there is a lack of true understanding of the needs and wants of those with ASD
and AS in a school setting. When it comes to how educators approach teaching a greater insight
is needed with those with ASD and AS. I will explore the possibility of using a tool in which
students with ASD and AS can express themselves more effectively. It is called Photovoice.

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Social Exclusion
As expressed by Friedman (2013), the middle and upper level school years are difficult at
some point or another for almost every student which often results in emotional states of
frustration, anxiety and loneliness. This is only that much more true for those with ASD and AS.
Any kind of learning difficulty is immediately coded in order for teachers and other schooling
staff to help aid their educational experience run more smoothly. Unfortunately, this labelling
only further ostracizes them from their peers since being coined special, in adolescent terms,
equates to being strange and different (Friedman, 2013). Not only are peers associating the
students with a learning difficulty as other, but this otherness is also self-inflicted. Humphrey
and Lewis (2008) state that during a study where students with AS were asked to explore their
understanding of themselves, the response was often negative and linked with labels such as
retarded. Interestingly, in a study conducted by Swords et al (2011), male students were less
accepting and less understanding of their peers with a learning difficulty. With this in mind,
societal stereotypes and gender expectations are most likely at play here, and are certainly
important issues to be acknowledged by teachers, whether or not they may have a coded student
in their classroom.
Humphrey and Lewis (2008) report that students with AS are 20 times more likely to be
excluded from school than their peers: one in five (21%) are excluded at least once, compared
with approximately 1.2 percent of the total student population (p.24) and that the lack of
understanding of students with AS is resulting in these students education and overall life
experience being less than fruitful. Therefore, as Carrington and Graham (2001) rightly declare
more qualitative research in the field of autism is necessary to achieve an in-depth exploration
of the real-life experiences of these individuals from their own perspective (p. 47) since as

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Humphrey and Lewis (2008) paraphrase, insider accounts provide professionals with a
valuable source of information when developing practices (p.25). As such, the use of
Photovoice as a way to provide a personal perspective of students with ASD and AS on their
educational needs could provide the desired insight. This would be the case since the collection
of visual data is broadly considered to be a useful but neglected method in social science
research (Humphrey & Lewis, 2008, p.27-28). As the UK government states, children and
young people with special educational needs have a unique knowledge of their own needs and
circumstances and their own views about what sort of help they would like to help them make
the most of their education (DfES, 2001, p. 27). It is therefore important to provide these
students with the opportunity to share their perspectives.
The Subjective Experience: Just a Different Language

In her dissertation, Photovoice and Autism, Susan Mihalik (2012) states that in order to
provide accessible education, the wants, needs, and desires of the people we aim to serve (p.5)
must be communicated. The only way in which this can authentically occur is through more
appropriate and meaningful ways to build communication methods accessible to all (p.5).
Take the example of SilentMiaw, an autistic woman who has used YouTube as a means
of expressing. In In My Language (2007) she explains that because she does not express herself
verbally using the same phonetic sounds designated as language in the majority of society, it is
assumed that she cannot not interact with the world through any language at all. She points out
that she does indeed have a language, one in which she interacts with her surroundings through
all her senses rather than the purely phonetic sounds to which society has given meaning. She
has had to create a video, using normative text and sound in order to be understood. This is

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precisely the effect Photovoice could provide bridging a communication gap. In another video,
If You Can Do X, Why Can't You Do Y? (2007), this same woman provides an example
comparing the ability to experience and express the experience of colour versus musical notes.
The majority of people are not able to identify the musical notes with the same speed and
accuracy that they can with colours. Her argument points out that normative means the only or
the right way of experiencing the world. The most powerful message of her videos is that it
should not be for her or anyone else with ASD or AS to have to conform to our way of being, but
for the norm to try to adjust to the ways of those with ASD and AS (Anonymous, 2007). The
majority of research has been from an observational point of view with an assumption that
because of their different ways of interacting with the world, their experiences and behaviours
are the wrong ones. There are many recorded observations and studies on those with ASD,
however, these perspectives are problematic as they are coming from on-lookers, and not directly
from those with ASD.
To truly understand is to learn from your subjective experience (Booth and Booth, 2003;
Moneta and Csikszentmihaiyi, n.d). Moneta and Csikszentmihaiyi claim in their article, The
Effect of Perceived Challenges and Skills on the Quality of Subjective Experience (n.d), that for
the past two decades, psychologists have affirmed the importance of the subjective experience
for three reasons, two of which are:

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First, the quality of life is an intrinsically subjective, experiential construct (Argyle, 1986;
Csikszentmihaiyi, 1990; Myers, 1992; Strack & Carver, 1987; Strack, Argyle, & Schwartz,
1991). Second, positive subjective disposition is predictive of better health (Levy, Lee, Bagley,
& Lippman, 1988; Peterson, Seligman, & Vaillant, 1988; Scheier & Carver, 1987). (n.d, p.276)
Given these reasons, if those with ASD and AS are constantly being told by others that their
behaviours and manner of speech is wrong then this belittles their experience and can create
trauma both for them and for those whom are attempting to provide support.
Photovoice: A New Way of Seeing
The majority of those with ASD have great difficulty with verbal communication and
therefore are considered non-verbal. The opportunity should be given for these individuals to
interact through different media as a means of communication. Photovoice has been used, as
Susan Ridley states (n.d.), to provide a voice for the people with the least access to those who
make decisions that affect their lives, giving them the opportunity to define themselves (n.p). It
is a medium that uses photography as a means of accessing other peoples worlds and making
those worlds accessible to others (Booth and Booth, 2003, p.1). I believe that there is an
opportunity to use this medium to give a voice to those with ASD and AS so that we may better
understand their daily experience. This will enable us to improve their education experience and
enforce the importance of their existence in the class community.
Originally referred to as photo novella, Photovoice was developed from original work
by Wang and Burris and colleagues (Booth and Booth, 2003, p.431). Booth and Booth (2003)
explain that by giving people cameras with which to take photographs of a particular subject of
interest, magnifies their experiences and interactions within the world. Photovoice invites us to
look at the world through the same lens as the photographer and to share the story the picture
evokes for the person who clicked the shutter (p.432). Furthermore, Mihalik (2012) stated,
Fromms idea of self-actualization can be likened to the idea of empowerment through
participation, as in the case of Photovoice (p.13) since self-actualization or self-realization is

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the fulfillment of potentials each of us has (and) implies a broadening and deepening of the
self (Chadwick and Schroeder, 2002, p.196).
Cohen (1990) explains that man must know the world not only by means of his intellect,
but also through his senses, eyes, ears, and all of his body, in order to experience the world as his
own (p. 72). Therefore, as Mihalik (2012) voices, this benefits the argument that Photovoice
may be potentially more valuable than traditional research methods in encouraging original
thinking, empowerment, and access, especially for these individuals with disabilities (p. 14). In
Carnahans (2006) qualitative research, Engaging Children With Autism and Their Teachers, he
uses Photovoice to create a more inclusive classroom for two boys with ASD. As Booth and
Booth (2003) mention Photovoice presents features that make it particularly suited for use with
sighted people who have learning difficulties. By combining visual images (the photo element)
with individual and group discussion (the voice element), it helps to include people who lack
verbal fluency (p. 433). Carnahans (2006) project using Photovoice showed a reduction on the
reliance of verbal language and created a space in which the focus was on the visual imagery
which increased the engagement and attention of the children with their learning the material.
In her online Photovoice qualitative dissertation, Ridley (n.d.) explains that participation
in Photovoice may foster a change in the participants view of themselves; from non-influential
to influential and that the visual images are a permanent documentation that can be analyzed to
generate themes that can often lead to social action around identified problems (n.d, n.p).
Therefore, through Photovoice, the voices and language of those with ASD and AS could finally
plant a seed that would begin the process of an education reform for them.

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Conclusion: A Necessary Change

Photovoice is not just about taking photographs. Its value is also in the discussions that it
generates - Susan Ridley

The first step in creating change is communication. Creating a dialogue with those in
power that can initiate this change. Unfortunately, many of those with ASD and AS are unable to
effectively communicate their needs and wants within the means of communication based on the
dominant, normative standard of language. This in turn silences them and renders them
powerless. In my experience working with those with ASD and AS, they are taught by those
observing them how to interact and behave in society rather than being given the opportunity to
shine their own light on the world. These students are forced to conform to our standards and
expectations rather than being given the opportunity to blossom and develop through their
differences. Those with ASD and AS create a beautiful diversity in this world. Through
Photovoice, which has been used as a tool in various demographics (Ridley, n.d), I believe that
these voices can be heard and greater insight and significance into their reality can be
understood by all, thus beginning a dialogue for change and education reform.
As Jennifer Radden (2012) points out in Recognition rights, mental health consumers and
reconstructive cultural semantics, those in mental health-related consumer movements have
made many of their demands clear, including the demand for humane treatment and basic civil
rights, an end to stigma and discrimination, and a chance to participate in their own recovery
(p.1). One of the reasons for which this basic lack of human rights is violated is because of the
way non-normative situations are depicted from a normative perspective. Radden (2012) points
out in her study that the conversations had with patience versus what was then delivered to the

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masses was inconsistent. This is because normative dialogue takes precedence and is considered
more legitimate. Through Photovoice, however, the non-normative perspective can finally be
exposed and delivered toa wider audience.

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Findings and Discussion

I did not find much research on the usage of Photovoice specifically with students with
Autism Spectrum Disorder other than that of Carnahan (2006). However, through my experience
working as a supply teacher in a Montreal based developmental center for Elementary-age
students with severe mental and some physical disabilities, ASD included, the use of flash cards
is common. They are used as a picture reference tool for giving instruction which in many cases
is essential for comprehension. Pictures such as a toilet, a workbook, an image of a person
cleaning up, provide a better understanding of what is being asked of students. These images,
often attached together to a keychain ring, also allow these students to communicate their needs
and wants by holding or pointing to the image. From discussions with experienced special
education educators, I have been told that this is a common implementation when working with
students with special needs. This practice and its success points to a logical conclusion that
Photovoice could be a great tool in furthering understanding and bridging communication
barriers between these students and decision makers.
There are many factors that point toward a positive outcome in using Photovoice with
students with ASD. Like any technique however, I would suggest that this will not likely work
for all student on the Autism Spectrum Disorder spectrum since those diagnosed tend to display
a variety of symptoms. Some issues that could arise are (for instance) students who also display
other cognitive developmental issues and physical disabilities. This would impact their ability to
operate cameras. Some information, no matter if the Photovoice process could occur fully, would
and can be obtained through at least an attempt. Engaging in more practices of Photovoice with
students with Autism Spectrum Disorder whether successful or not, could provide unexpected

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answers and promote further research questions resulting in a better understanding and at leats
some voices to be heard.

Implications for Future Teachings

Using Photovoice in the Classroom
Photovoice can be used in the classroom for multiple purposes. As seen throughout this
research, the focus in using Photovoice is to provide voice to those who normally are unable and
are often overlooked. However, on top of being used to promote integration of students with
Autism Spectrum disorder and any other learning or physical difference, Photovoice could also
be used as a second language tool (eg. French or English Second Language class) and as a class
or school wide project in working towards some kind of change in the school or external
community.
As a second language tool, Photovoice could create a safer space for students who
struggle with learning the second language and may have much impact in that classroom.
Photovoice could put these students on somewhat equal footing. Students show a perspective on
a topic or answer a question through photographs. The more advanced students would be
encouraged to write more information per photograph compared to the others, in this way all
students are working at their individual level.
Photovoice is also an excellent tool for students to share their opinion about school rules
like dress codes or gender neutral bathrooms. Students are more than often overlooked when it
comes time to make any decisions regarding the rules in the school and yet it impacts them
directly on a daily basis. Encouraging the use of Photovoice allows for a more impactful
approach to gaining attention and persuading faculty, parents and administration of the students
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perspectives. It gives them a sense of power and independence which is often denied youth. As a
school-wide project, this could provide an insight into the school or a perspective that the school
community has on their external community and any changes or issues that need to be addressed.
Conducting Photovoice: Step by Step (Annex 1)
1. Explain the purpose of using Photovoice (use powerpoint presentation)
2. Pick a topic (eg. The good & bad of High School)
3. Instruct on photo camera usage (cell, tablet, camera)
4. Take many pictures to show the answer to the topic
5. Come back as a group, with a partner, or an advisor and decide on a limited number of
pictures
6. Put pictures in order
7. Decide to write phrases, sentences or small paragraphs to accompany the photos (with
students with Autism, depending on the severity, possibly only a word or two
8. Decide the presentation format (printed storyboard style, Powerpoint, etc)
9. Put pictures and words together
10. Present to or share with an audience of your choosing

Concluding Remarks
Students with Autism Spectrum Disorder are often misunderstood by their fellow schoolmates
and adults in charge of arranging their education. This dilemma may seem self-evident since
many youth with ASD can be non-verbal and/or have physical disabilities. Evidence has been
shown through some research (and practices are already in place by special educators) that the
use of photographs as a communication tool aids all parties involved. I suggest that it is possible
to provide an even louder and more effective voice to students with ASD through the use of
Photovoice in the classroom, either integrated or not, allowing for a non-normative perspective

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to heard.

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References

Amos, S, Read, K, Cobb, M, and Pabani, N. (2012). Facilitating a Photovoice Project: What you
Need to Know! The Nova Scotia Participatory Food Costing Project of the Nova Scotia
Food Security Network

Brandt, Ron. (2002). On Teaching for Understanding: A Conversation with Howard Gardner.
EBSCO Publishing.
Carnahan, C. R. (2006). Photovoice: Engaging Children with Autism and Their Teachers.
Teaching Exceptional Children, 39(2-), 44-50.

Carrington, S and Graham, L. (2001) Perceptions of School by Two Teenage Boys with
Asperger Syndrome and Their Mothers: A Qualitative Study, Autism 5 (1): 3748

Chadwick, R and Schroeder, D. (2002). Applied Ethics: Critical Concepts in Philosophy.

Routledge.
Cohen, A. (1990). Love and hope: Fromm and education. New York: Gordon and Breach
DFES (2001) Special Educational Needs: Code of Practice. Nottingham: Department for
Education and Skills.
Friedman, Josh. (2013). Social Inclusion: A Student Board Member's Perspective. State
Education Standard 13.1: 43-44.

Greenspan, S. I. (2006). Understanding Autism. Early Childhood Today, 20(4), 22.

Goldstein, Sam. Naglieri, Jack. A. Rzepa, Sara. Williams Kevin. M. (2002). Psychology in the
Schools, 49(10)

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Heinrichs, R, & Myles, B. (2003). Perfect Targets: Children with Aspergers Syndrome. In
Perfect targets: Asperger syndrome and bullying: Practical solutions for surviving the
social world. Shawnee Mission, Kansas: Autism Asperger Pub.
Hill, D. (1998) On Reasoning Morally About the Environment. Journal of Applied Philosophy,
5(1)

Humphrey, Neil, and Lewis, Sarah. (2008). "`Make me normal': The views and experiences of
pupils on the autistic spectrum in mainstream secondary schools". Autism 12: 23-46
Knopf, J. (2006) Doing a Literature Review. PS: Political Science & Politics. 39:1, 127-132
Mihalik, S. (2012). Photovoice and Autism: The Big Picture for Art Education. Retrieved from
https://repositories.lib.utexas.edu/bitstream/handle/2152/ETD-UT-2012-08
6347/MIHALIK-THESIS.pdf?sequence=1
Moneta, G., & Csikszentmihalyi, M. (n.d.). The Effect of Perceived Challenges and Skills on the
Quality of Subjective Experience. J Personality Journal of Personality, 275-310
Moss, J., Deppeler, J., Astley, L., & Pattison, K. (2007). Student researchers in the middle: Using
visual images to make sense of inclusive education. Journal of Research in Special
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