kathrynlewis.bsky.social
#Actuallyautistic and #ADHD researcher exploring neurodivergent experiences of primary to secondary school transition | Creative and participatory methods | Inclusive education | YSJ Uni | AuDHD mentor
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Ahhh thank you for sharing, I missed this! And she's coming to Leeds 🥳
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@rachaelmaskell.bsky.social has also spoken out.
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Agreed. And the narrative being pushed that "people just don't want to work" is so dangerous and othering, and detracts from what's genuinely important (like functioning healthcare, accessible and accepting workplaces, and genuinely listening to disabled people)
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And being able to make these adjustments reduces potential burnout, surely making it more, not less, possible to be in work? Targeting PIP makes no sense to me at all.
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Struggling with this too! Can you let me know if you find anything good?
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What a great depiction! 🥴
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Please use and share! 📣 t.ly/4P9Cc 📣 Listening to first person autistic / neurodivergent / AuDHD accounts and experiences are so important to help facilitate the best possible school transition experiences! 🏫 6/6
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Animations may be useful for teachers and SENCO working with autistic / neurodivergent pupils moving from primary to secondary school. 🎒 5/6
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Animated by the fantastic Jason Kerley (👤 t.ly/qZsru). Project funded by Sir Halley Stewart Trust 😊 4/6
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School transition experiences were explored using a range of participatory creative research methods (including draw write tell 🖍️, photovoice 📷, walk and talk 🚶). More detail in our recent paper: 🔗 t.ly/Vi1NZ 🔗 3/6
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Animation explores different experiences moving to mainstream secondary school in #neurodivergent #autistic young people’s own words. ✍️ Collaborators met with the animator to decide on text content and how their words would be reflected through animation 🎬 2/6
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Thank you! It was great to be able to offer a choice of approaches to match different interests and preferences 😊
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Thank you so much
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Thanks Sue!
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Thank you so much! It's so important to recognise the value and importance of first person perspectives and lived experience
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Sounds like you're doing really valuable work! We found that offering a choice of different methods to suit preferences and skills was an effective way to engage with the young people in our research. 😊
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Paper published with @drlornaham.bsky.social. Sorry not used to this new app yet!!
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Our paper t.ly/Vi1NZ shows the potential that creative research methods used w/ semi-structured interviews can have for researching with autistic neurodivergent young ppl! Look out for 3 participatory animations made w/ young ppl about school coming soon! 🎬 End
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The paper is supplemented by case studies illustrating how we built rapport, offered choice and flexibility, and responded to individual needs and preferences. A huge thank you again to all the young people involved for sharing your valuable thoughts and experiences! 9/10
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Finally, some pupils chose a Statement Sort activity alongside interviews. This again provided structure and opened up discussion about pros / cons of different aspects of school transition. We provide a full list of statements at the end of the study. 8/10
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Our most widely used method was a Card Sort (a bit like @TalkingMats). We provided images + brief descriptions of school subjects / experiences and pupils ranked these then talked about why they made their choices. This created structure and clear boundaries to discussion. 7/10
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We also used Walk and Talk which allows neurodivergent pupils a more embodied way of doing research. 🚶♀️ This was used in collab with PhotoVoice so they could choose to show us the things that are meaningful to them, putting the power in their hands! 📸 6/10
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We then used different creative research methods including Draw-Write-Tell. This allowed pupils to express themselves visually while also reducing direct focus on-from interviewer. Through telling, they interpreted the images to increase authenticity. 5/10
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Our first stage was pre-study, where we worked with young people and their families to understand communication preferences, interests, and likes/dislikes. We then trialled some creative research methods in low-stake sessions to build rapport and discover preferred approaches. 🖌️📷 4/10
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We argue that creative research methods can be really effective in helping to shift power imbalances within research and to (re)position autistic children and young people as ‘credible knowers’ with great insight and expertise. 3/10
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We used a range of creative research methods alongside semi-structured interviews with autistic neurodivergent young people. Thanks to the Sir Halley Stewart Trust for funding this research, and to the young people for taking part and sharing so many valuable insights! 2/10
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Sorry yes totally agree - avoiding high contrast in presentations/publications generally is a good idea! I think there's a cream colour that dyslexia UK recommend. Dark grey on cream is good for most people 😊 I have my laptop set to orange text on grey but doubt that's good for many other people 😂
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So many presentations and resources are in black text on white backgrounds which are completely inaccessible for me and many other people with visual stress or dyslexia. I would love people to start thinking more about the colours they use in presentations!
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Autistic researcher doing my PhD in neurodiversity and school transitions (primary to secondary). Interested in creative and collaborative research methods and building sustainanble research partnerships. 🎨🪀