Use of Multilayered Reflection in Analysis of Japanese Special Educators’ Everyday Teaching of Children with Autism Spectrum Disorders

Abstract

Qualitative cross-cultural research on the education of children with autism spectrum disorders (ASDs) has offered an alternative way to examine the presence of cultural values in the teaching of children with their social difficulties. In a focus group study, three special educators in Japan and Australia respectively discussed their ideas about ASDs, teaching of children with ASDs in their small special needs classes, and the outcomes that they valued. While the "teacher talk" of the Australian teachers spoke directly to evidence-based practice in English language literature, the group discussion of the Japanese teachers required prompting and spoke to cultural meanings that did not translate well into English. Analysis of the Japanese transcript required a multistep, multiphase process of reflection beyond translation issues anticipated in the original design of the study that involved innovative interrogation of the English-language transcript and cross-checking of subjective and objective interpretation.