Abstract
Research has shown that individuals with autism spectrum disorder (ASD) are more likely to identify as gender non-conforming. Although qualitative research has been done to establish the correlation, there is little research which examines the unique needs and experiences of individuals who experience this intersectional identity, and what their support needs are at home and, for younger individuals, at school. Gender identity is still a largely misunderstood concept, and the experiences of gender non-conforming people are often invisible. This is compounded because of intersectionality when the individual has a disability such as ASD.
This qualitative case study explored the psychosocial experiences and contextual influences of a South African, Grade 12, gender non-binary learner with autism spectrum disorder, and the function of the home-school partnership in supporting them. Arts-based methods were used with the individual and their family members, with discussions which followed, and semi-structured interviews were done with two of the learner’s teachers. Thematic analysis was conducted with the data to identify themes. The findings of this study provided insight into the learner’s experience of gender affirmation, and how it allowed them to move from severe dysphoria to congruence. It also explored how their family and school supported them and highlighted the importance of a gender affirmative approach from parents and gender affirmative social and medical interventions. The findings highlighted the need for proactive school approaches which question cisnormative practices, rather than accommodate gender non-conforming learners into a cisnormative environment.
KEYWORDS: Gender non-conforming learners, gender performativity, intersectionality, theory of overlapping spheres of influence, cisnormativity, arts-based approach, semi-structured interviews, case study, gender affirmation, home-school partnership.