THE CONSTRUCTION OF AUTONOMY OF STUDENTS WITH ASD IN THE SCHOOL ENVIRONMENT: INTERACTIONAL AND MULTIMODAL CONTRIBUTIONS
DOI:
https://doi.org/10.63330/aurumpub.020-018Keywords:
ASD, Autonomy, Joint attention, Touch, Multimodality, ECA, InclusionAbstract
This article discusses how the autonomy of students with Autism Spectrum Disorder (ASD) is constructed in and through interaction in everyday school life. Drawing on recent literature on autism, touch, and interactional learning, articulated within the framework of Ethnomethodological Conversation Analysis (ECA), we argue that autonomy is not an internal and fixed trait, but a situated achievement that emerges when routines, multimodal resources (speech, gaze, posture, materials, and touch), and participation arrangements are calibrated to the student's needs. We systematize practices for recruiting, maintaining, and monitoring attention; we describe pedagogical functions of touch (herding, attention, affective control, and educational); and we propose principles for designing inclusive environments and routines that foster self-direction, class participation, and the progressive withdrawal of supportive scaffolding.
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