Co-Designing Methods with Autistic Students to Facilitate Discussions of Sensory Preferences with School Staff: Exploring the Double Empathy Problem

Autor/inn/en	Hummerstone, Harriet; Parsons, Sarah
Titel	Co-Designing Methods with Autistic Students to Facilitate Discussions of Sensory Preferences with School Staff: Exploring the Double Empathy Problem
Quelle	In: International Journal of Research & Method in Education, 46 (2023) 1, S.70-82 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hummerstone, Harriet) ORCID (Parsons, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2022.2071864
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Sensory Experience; Student Participation; Student Attitudes; Cooperative Planning; Information Dissemination; Early Adolescents; Adults; Teachers; Foreign Countries; Barriers; Participatory Research; Research Design; Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sinnerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Informationsverbreitung; Lehrer; Lehrerin; Lehrende; Ausland; Forschungstätigkeit; Forschungsdesign; Lehrerverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01