Abstract

When we consider disability and the curriculum, we usually mean preparing professionals to work with people with disabilities or including students with disabilities. Here, I provide a personal description of these ideas colliding. It's Fall 2017, and I'm taking a course on Augmentative and Alternative Communication (AAC). That means it's about disability, or really, about certain services for people with disabilities. My classmates are studying to be speech language pathologists. I'm Autistic, and I use AAC part time because I can sometimes, but not always, speak. I'm the first AAC user to take this class. As we go through, the professor keeps saying how much they're learning from me, as an AAC user. So: am I the curriculum or the student? Am I both? Could I be a teacher? As I work on and eventually publish my class project, an overview of AAC use by speaking autistic adults, am I the object of research or the researcher? Am I both?

摘要

在考虑残疾和课程时，通常意味着准备专业人员与残疾人或包括残疾学生一起工作。在这里，我对这些想法相互冲突进行了个人描述。现在是2017年秋季，我正在学习增强和替代沟通（AAC）课程。这意味着它与残疾有关，或者实际上是与为残疾人提供的某些服务有关。我的同学正在学习成为言语病理学家。我是自闭症患者，所以我会兼职使用AAC，因为有时我会说话，但并非总是会说话。我是第一个上这堂课的AAC用户。在学习过程中，这位教授一直在说他们作为AAC用户从我那里学到了多少东西。所以：我是课程还是学生？我俩都是吗 我可以当老师吗？当我从事并最终发表我的课堂项目时，对自闭症成年人进行AAC使用的概述，我是研究对象还是研究人员？我俩都是吗