Preferences in terms about autism according to participants of a MOOC on inclusive education.

Abstract

The terminology used to refer to diversity has a dual power: it affects the perceptions that society can have and mold the common desire of this community to be understood and respected. The present study sought to detail the views and preferences about autism of Spanish-speaking professionals and students related to this condition. For this study, the method was exploratory-descriptive. In total, 816 participants, including teachers, psychologists, doctors, students and unemployed people, responded to an online questionnaire as an initial request of a MOOC course related to autism and inclusive education. Their answers were collected through four choice-questions based on the most controversial terminology related to autism (identity, person or diversity first, 'Asperger' / autism distinction, descriptors). The results showed that, in general, the five groups opted for more inclusive terms, discarding the use of the term 'disability' or 'weaknesses', and emphasizing the strengths of each individual (between a 75 – 83% of the participants). With regard to the active participants in their profession (teachers, psychologists and doctors), a clear preference for academic terms was denoted, such as Autism Spectrum Disorder (81% of the psychologists / educational psychologists, and 70% of the doctors and teachers). The differences between terms in Spanish compared to English are discussed in the use of person first or diversity first, as well as the importance of the context factor, and the use of the MOOC platform for the implication of the participants who usually choose this type of specific courses are emphasized. In conclusion, the use of inclusive language regarding autism by a Spanish-speaking community is highlighted.