Engaging young people with autism spectrum disorder in research interviews
Author(s)
Harrington, Caitlin
Foster, Michele
Rodger, Sylvia
Ashburner, Jill
Griffith University Author(s)
Year published
2013
Metadata
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Accessible summary
Listening to young people with autism spectrum disorder is important.
Researchers can help support young people to have their say.
Each young person is different. The supports used need to match their needs.
Summary
This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect on what this means for future inclusive ...
View more >Accessible summary Listening to young people with autism spectrum disorder is important. Researchers can help support young people to have their say. Each young person is different. The supports used need to match their needs. Summary This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect on what this means for future inclusive methodological approaches in this area. The key message is that diagnostic‐related assumptions about impairments can lead researchers to develop strategies which exclude or restrict rather than maximise participation of disabled people in research. To enable young people with ASD to provide rich and meaningful insights researchers need to acknowledge and plan creatively and flexibly for the interactive dynamic that is unique to each individual as well as for needs which might be shared.
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View more >Accessible summary Listening to young people with autism spectrum disorder is important. Researchers can help support young people to have their say. Each young person is different. The supports used need to match their needs. Summary This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect on what this means for future inclusive methodological approaches in this area. The key message is that diagnostic‐related assumptions about impairments can lead researchers to develop strategies which exclude or restrict rather than maximise participation of disabled people in research. To enable young people with ASD to provide rich and meaningful insights researchers need to acknowledge and plan creatively and flexibly for the interactive dynamic that is unique to each individual as well as for needs which might be shared.
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Journal Title
British Journal of Learning Disabilities
Volume
42
Issue
2
Subject
Specialist studies in education
Specialist studies in education not elsewhere classified
Cognitive and computational psychology
Asperger Syndrome
Autism
Interviews
Methodology
Young people
Qualitative