Clare Lawrence John Rimmer


The draft film Broken (Rimmer, 2020) is an artistic impression that aims to articulate dysfluency from an autistic viewpoint.  This paper reports on a pilot study to evaluate the effectiveness of the film as a tool to support trainee teachers’ understanding of fluency issues in autistic pupils in the mainstream classroom.  The study positions what is a personal perspective as articulated in the film within the wider autism literature, and reports and discusses trainees’ responses to the film.  Implications for future Initial Teacher Education in this area – including resultant adaptations of the film – are discussed.


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