Loyd, Daisy Anne; (2011) Perspective taking in individuals with autism in the interactive context of drama education. Doctoral thesis , Institute of Education, University of London.

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Abstract

The focus of this thesis is on perspective taking in individuals with autism and factors associated with it in the interactive context of drama education. Studies have consistently shown that individuals with autism encounter difficulty with perspective taking. This manifests in qualitative differences in social interaction and communication, as outlined in standard diagnostic criteria. Findings from the research in this thesis demonstrate that the difficulty in perspective taking can be mitigated through particular types of interaction with others. Using case study methodology within an interpretative paradigm, data were gathered about ten students aged 16 to 19 in one school for individuals with autism through observations, interviews, questionnaires and documentation. Data were coded and multimodal semiotic analysis was used to examine interactions in detail. Findings from the research indicate that individuals with autism show perspective taking in the interactive context of drama education, and suggest that it maintains and develops over time and generalises to other contexts. A comparison with perspective taking in other curricular areas reveals that it is shown more often and in qualitatively different ways in drama. This suggests that social context influences perspective taking. An interrogation of the social context locates factors associated with perspective taking in interactions with teachers and peers and draws out general approaches and detailed strategies within these interactions. A comparison with other curricular areas highlights particular opportunities presented by drama. These approaches and strategies are explained socioculturally enabling the research to illustrate both the relevance of sociocultural theory for individuals with autism and its practical application. The research context, approach, findings and explanation contribute uniquely to research about and practice involving individuals with autism. Implications of this contribution are discussed with reference to avenues for future research.

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