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Film Industry Portrayals of Autism Spectrum Conditions and Their Influences on Preservice Teachers in Australia Andrea Roxanne Garner University of Wollongong

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Film Industry Portrayals of Autism Spectrum Conditions and Their Influences on Preservice Teachers in Australia Andrea Roxanne Garner University of Wollongong University of Wollongong Research Online University of Wollongong Thesis Collection University of Wollongong Thesis Collections 2014 What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia Andrea Roxanne Garner University of Wollongong Recommended Citation Garner, Andrea Roxanne, What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia, Doctor of Philosophy thesis, , University of Wollongong, 2014. http://ro.uow.edu.au/theses/4282 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] What’s Showing: Film Industry Portrayals of Autism Spectrum Conditions and their Influences on Preservice Teachers in Australia A thesis submitted in fulfilment of the requirements for the award of the Degree of Doctor of Philosophy from the University of Wollongong by Andrea Roxanne Garner MEd, PGDE, BA November 2014 Declaration I declare that this thesis is wholly my own work unless otherwise referenced and acknowledged. The document has not been submitted for qualifications at any other academic institution. Andrea Roxanne Garner 27 November 2014 i Acknowledgements Many thanks are owed to my supervisors: Professor Sandra Jones and Associate Professor Valerie Harwood. Without their time, patience, persistence, and guidance I would not have been able to produce this body of work. Additionally, I would like to offer a special mention to Christine Carey who shared her time and expertise as the second rater in the film analysis, and Noelene Wetherby-Fell who championed the engagement of the participants for this thesis. I would also like to express my sincere thanks to my fellow PhD students that have made this journey easier, Uwana Evers, Melinda Williams, and especially Pippa Burns, who always rallies for me: thanks for listening, letting me vent, laughing with me, and especially for treating Dar and I like family. In addition, I would like to express my appreciation to my friends and family that have intervened on many occasions to keep me from being overwhelmed as I have struggled to balance my studies, my jobs, and my life. My love and appreciation is extended to my incredible son, Darius, who has wished me well each day as a venture off to ‘finish my PhD today’. To my partner, Adam, who has made the tough things easier and the happy times happier since coming into our lives. To Lynne and Don, who have provided us with shelter, support, an ear, and lots of wine- you’ve helped in more ways than I can mention since I showed up on your doorstep in 2005. And especially to my parents, who always cheer for me and have made the last three and a half years feel, and be, possible- thank you for all the miles you’ve flown, the support you’ve given us, and your love which continually and effortlessly spans the globe. This thesis is dedicated to all of the families and individuals that I have had the privilege of working with over the years- your friendships have inspired this body of work. Gratefully, Andrea ii Abstract This thesis makes a significant contribution to understanding how exposure to entertainment media portrayals of characters with autism spectrum conditions influences the attitudes and knowledge of preservice teachers towards autism and students on the autism spectrum. Entertainment media contributes to the cumulative knowledge and attitude a teacher has about students with autism. The teacher’s knowledge and attitudes towards students with autism will dictate their behaviour towards the students resulting in a direct impact on the student’s education, social inclusion and personal perception. Additionally, the teacher’s personal and professional behaviours resulting from their beliefs will create a model for all students and the school community as a whole. This thesis reports findings from two successive studies. In the first study a search of gray literature, an in-depth analysis of the accuracy and dialogue produced through film and relates to autism, a survey of professionals working with individuals on the autism spectrum in education and support were conducted, and a ranking system for films featuring characters on the spectrum was devised. In the second study three surveys (pre-test, post-test, follow-up) were distributed to preservice teachers recruited from a Graduate Diploma in Education course in Australia in 2012. Participants were asked a series of questions to determine their previous exposure to spectrum conditions and their responses to a specific film exposure. The findings reported in this thesis suggest that autism has become personified through dramatisations of severity and negatively valenced dialogue presented in film. The portrayals omit the individual in favour of the homogenous prototypical stereotypes that serve as plot functions or to create an opportunity for the neurotypical viewer to empathise with those dealing with the ‘burden’ (implied to be the individual on the spectrum). Additionally, exposures to film portrayals of autism that are highly emotive evoke an empathy response from viewers, increase stigmatising attitudes about autism. iii Table of Contents Declaration ......................................................................................................................................... i Acknowledgements ........................................................................................................................ ii Abstract ........................................................................................................................................... iii Table of Contents ........................................................................................................................... iv List of Tables...................................................................................................................................vii List of Figures ............................................................................................................................... viii Abbreviations .................................................................................................................................. ix Key Definitions and Terms.......................................................................................................... x SECTION 1 – INTRODUCTION ................................................................................................. 1 Chapter 1: Overview ..................................................................................................................... 2 1.1 The Problem .................................................................................................................. 2 1.2 Autism: Definition and Prevalence ....................................................................... 4 1.3 Teachers: Influencing Children .............................................................................. 6 1.4 Media: Film Influences People ................................................................................ 8 1.5 Project Aims ................................................................................................................ 10 1.6 Thesis Outline and Structure ............................................................................... 11 1.7 Significance and Originality .................................................................................. 14 Chapter 2: Background and Literature Review .............................................................. 17 2.1 Autism Spectrum Conditions ............................................................................... 17 2.2 Prevalence and Incidence ...................................................................................... 20 2.3 The Influence of the Increasing Presence of Autism in Media ................ 30 SECTION 2 – STUDIES ABOUT FILM ................................................................................. 41 Chapter 3: An Inventory of Existing Representations of Spectrum Conditions . 43 3.1 Focussed Literature Review: Film Inventory ................................................ 43 3.2 Method: Film Inventory ......................................................................................... 47 3.3 Results: Film Inventory .......................................................................................... 50 3.4 Discussion: Film Inventory ................................................................................... 57 3.5 Conclusion: Film Inventory .................................................................................. 64 iv Chapter 4A: Accuracy of Filmic Character Representations of Autism Conditions ................................................................................................... 67 4.A.1 Focussed Literature Review: Accuracy ............................................................ 67 4.A.2 Method: Accuracy ..................................................................................................... 68 4.A.3 Results: Accuracy ...................................................................................................... 70 4.A.4 Discussion: Accuracy ............................................................................................... 75 4.A.5 Conclusion: Accuracy .............................................................................................
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