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This book explores discourses on disability, social identity, and autism through an examination of the artwork of three boys diagnosed with autism. The author draws on her experiences as an art teacher and artist to inquire into how these three boys are defined by autism, and within this examine the frames that are used to understand autism and their being in the world. The author explores discourses on art, disability, and social interaction in understanding the ways in which autism is situated within other discourses of difference . Interwoven with these boys stories and her own, the author explores the pertinent issues revolving around the art of autistic students, and connects this to a more inclusive method of teaching all students. Through their artwork, the boys offer a counter-narrative of art, valorizing a different kind of meaning than that usually valued by teachers. The topics and content are pertinent to arts specialists, special education teachers, parents, and others who work with children experiencing autism.
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