Girls, Autism Identities, and Education

This chapter reports on a collaborative autoethnography about girls, autism identities, and education. Three researchers who are not autistic and four researchers who identify as autistic investigated how various sociocultural factors influenced development of autistic identity across the school years. The four autistic women documented and shared autobiographical data with the collective about their school experiences and reflections of how these experiences impacted their developing identity. A number of themes emerged from the data that were used to inform the development of a series of propositions to support inclusive practices in schools for autistic girls and nurture their developing identities