Abstract
Taking an interdisciplinary approach supported by philosophy of mind and special education, this study explores the inner experience of Korean secondary and post secondary school students identified with Autism Spectrum Disorders (ASD). It also explores how their experience is understood by their teachers. It uses in-depth interviews, document review and a newly developed questionnaire. The findings of this study highlight the complexity of the minds of individuals with ASD and the difficulties their teachers have in inferring mental states to them. A Theory-of- Mind Continuum Model and Typology are proposed to encompass the strengths and difficulties of students identified with ASD in their capacity to be aware of their own minds and to understand the minds of others along with the subjective and objective nature of experience.
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