The Hidden Curriculum: Understanding Unstated Rules in Social Situations - Softcover

Über die Autorinnen und Autoren

Brenda Smith Myles Ph.D., formerly a professor in the Department of Special Education at the University of Kansas, is the recipient of the Autism Society of America's Outstanding Professional Award, the Princeton Fellowship Award, The Global and Regional Asperger Syndrome (GRASP) Divine Neurotypical Award, American Academy of Pediatrics Autism Champion, and two-time recipient of the Council for Exceptional Children Burton Blatt Humanitarian Award. She served as the editor of the journal Intervention in School and Clinic and has been a member of the editorial board of several journals. Brenda has made over 3000 presentations all over the world and written more than 300 articles and books on ASD. In addition, she collaborated with the three organization who identified evidenced-based practices in autism. Further, in a survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.

Melissa L. Trautman, MSEd, is a special education teacher with several years of experience working with children with autism spectrum disorders. She is the author of My New School: A Workbook to Help Students Transition to a New School and co-author of the 2011 One-a-Day Hidden Curriculum Calendar for Children.

Ronda L. Schelvan, MS, has worked for more than 30 years in the field of special education, including extensive experience working/supporting students and families with special needs. She has presented and consulted nationally and internationally. In addition to serving as co-chair of Southwest Washington's Autism Consulting Cadre for 10 years, Ronda collaborated on the Autism Guidebook for Washington State. She has served as past president of the Southwest Washington Chapter of the Autism Society of Washington. Ronda also teaches classes and serves as a mentor for the Autism Outreach Project of Washington. Currently, she teaches for the Evergreen School District in Vancouver, Washington.

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Twelve-year-old Tom and his mom went to the movie theater to see a new movie based on comic book characters—one of Mark’s special interests. As soon as they got there, Mark went into the bathroom—his “pre-show urination ritual.” His mom waited outside.

Tom’s mom was surprised when, after a while, a man came out of the bathroom and asked, “Is that your son in the bathroom? Around ten or so years old, brown hair, Ramones t-shirt?” “Yes,” Tom’s mother replied. “Is there something wrong?” The gentleman continued, “I’m a PE teacher, and I thought you should know that your son went into a stall and apparently there was no toilet paper. He came out of the stall with his pants and underwear down and was asking people in the other stalls if they had toilet paper. His junk was just hanging out there. I told him to take another stall and check it first for toilet paper, but I think that he could have easily gotten in trouble in the bathroom. You might want to talk to him.” Tom’s mom sighed heavily, thanked the man, and made a note to find out the hidden curriculum for a man’s bathroom to share with Tom.

Peter Gerhardt (personal communication, April 2004) talks about the hidden curriculum of urinals. For example, if there is only one man at a urinal, the hidden curriculum dictates that a newcomer should not go to the urinal next to that person. Rather, he should go to a urinal that is at least two stalls away. Also, boys and young men should know that they are not to talk to someone while they are at the urinal and that they should never go to the bathroom in groups. Further, boys and young men should merely unzip to urinate rather than pulling down their pants at the urinal.