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It's not what you do; it's the way that you question: that's what gets results
Author(s) -
HODGE NICK,
CHANTLER SUE
Publication year - 2010
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.2009.01433.x
Subject(s) - autism , psychology , process (computing) , key (lock) , focus (optics) , perspective (graphical) , pedagogy , computer science , developmental psychology , physics , computer security , artificial intelligence , optics , operating system
Many professionals and carers who support people with the label of autism look to lecturers and ‘trainers’ in autism to provide the answers on how to ‘manage’ the ‘condition’. This article describes how two lecturers in autism respond to this challenge by encouraging their students to focus on questions rather than answers. It is argued here that it is through the process of reflective thinking that people will find the most appropriate solutions to the issues that concern them. The article identifies some of the key questions that can support the reflective process and illustrates the applicability of these, beyond the limitations of labels, to every relationship between educator and learner.