Co-designing methods with autistic students to facilitate discussions of sensory preferences with school staff: exploring the double empathy problem
Co-designing methods with autistic students to facilitate discussions of sensory preferences with school staff: exploring the double empathy problem
Reviews have called for the greater involvement of autistic young people in developing methods for eliciting their views. Methodologically, co-design is important for developing credible and acceptable approaches; conceptually and practically, co-design offers a means through which to address the double empathy problem for research and practice, which states that autistic people have difficulties understanding the perspectives and communication of non-autistic people, and vice versa. This study reports both methodological and pedagogical observations through critical reflections on a co-design process of a paper-based method for sharing information about sensory preferences with six autistic students aged 12–13 years, 16 educational practitioners, and five autistic adults. The co-design process supported students to share information with each other and build self-awareness. Participants were positive about the potential for sharing information but raised concerns about the extent to which new knowledge would impact on teaching practices. Co-designed methods are needed in tandem with sustained action to increase autism awareness to change attitudes and educational practices.
Autism, co-design, double empathy, education, participatory research, pupil voice, sensory experiences
Hummerstone, Harriet
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Parsons, Sarah
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Hummerstone, Harriet
b0598f68-43d2-4f72-9dbc-45d593fd68bd
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Hummerstone, Harriet and Parsons, Sarah
(2022)
Co-designing methods with autistic students to facilitate discussions of sensory preferences with school staff: exploring the double empathy problem.
International Journal of Research and Method in Education.
(doi:10.1080/1743727X.2022.2071864).
Abstract
Reviews have called for the greater involvement of autistic young people in developing methods for eliciting their views. Methodologically, co-design is important for developing credible and acceptable approaches; conceptually and practically, co-design offers a means through which to address the double empathy problem for research and practice, which states that autistic people have difficulties understanding the perspectives and communication of non-autistic people, and vice versa. This study reports both methodological and pedagogical observations through critical reflections on a co-design process of a paper-based method for sharing information about sensory preferences with six autistic students aged 12–13 years, 16 educational practitioners, and five autistic adults. The co-design process supported students to share information with each other and build self-awareness. Participants were positive about the potential for sharing information but raised concerns about the extent to which new knowledge would impact on teaching practices. Co-designed methods are needed in tandem with sustained action to increase autism awareness to change attitudes and educational practices.
Text
Hummerstone & Parsons Codesigning with autistic students Author Accepted 2nd March 2022
- Accepted Manuscript
More information
Accepted/In Press date: 2 March 2022
e-pub ahead of print date: 6 May 2022
Additional Information:
Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
Autism, co-design, double empathy, education, participatory research, pupil voice, sensory experiences
Identifiers
Local EPrints ID: 455685
URI: http://eprints.soton.ac.uk/id/eprint/455685
ISSN: 1743-727X
PURE UUID: 356891e6-7b7c-4d61-87dc-521a97c2baf9
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Date deposited: 30 Mar 2022 16:53
Last modified: 17 Mar 2024 07:10
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Author:
Harriet Hummerstone
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