Using design thinking to engage autistic students in participatory design of an online toolkit to help with transition into higher education

Fabri, Marc; Andrews, Penny; Pukki, Heta

doi:10.1108/jat-02-2016-0008

Cited by 37 publications

(19 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One way to do this is to create accessible guides or toolkits that help them to better understand their needs, and to inform them about the support they may be entitled to and how to go about obtaining it (cf. Fabri et al, 2016). The need to involve young people in the design and development of resources and services to support them should not be underestimated (see Franklin et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Crane

Davies

Fritz

et al. 2021

British Educational Res J

View full text Add to dashboard Cite

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16-25 years. Using an online survey and/or interviews, we examined young people's views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key 'champions' in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to-and learning from-autistic young people, throughout their educational journeys and especially as they transition to adulthood.

show abstract

Section: Discussionmentioning

confidence: 99%

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Crane

Davies

Fritz

et al. 2021

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…Finally, much of the design research to date has been undertaken with highly able people with ASD (e.g. Fabri et al, 2016;McAllister & Sloan, 2016;South et al, 2005). However, 44-52% of children diagnosed with ASD also have developmental deficits in intellectual and adaptive functioning -Intellectual Disabilities (ID) (APA, 2013;NAS, 2016).…”

Section: Introductionmentioning

confidence: 99%

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability

Constantin

Johnson

Smith

et al. 2017

Computers in Human Behavior

View full text Add to dashboard Cite

Children with Autism Spectrum Disorder (ASD) tend to have an affinity for digital technologies, often preferring computer-assisted learning to human-assisted learning. Many children with ASD are also diagnosed with Intellectual Disabilities (ID), yet design studies involving children with ASD and ID are scarce. Rewards can have a positive impact on children's learning and motivation, but little is known about the nature and impact of rewards for children with ASD, and/or ID. Digital technologies are well placed to provide task-based rewards, and in combination with a better understanding of the reward preferences of children with ASD and/or ID this has significant potential to enhance learning. This paper presents two robust participatory design (PD) studies involving children with: i) ASD; ii) ID; and iii) both ASD and ID. The studies aimed to identify: i) the reward preferences of children with ASD and/or ID (RQ1) and ii) how rewards might develop throughout a task as the child progresses (RQ2). Results revealed a number of reward categories that were common to all children, as well as children's preferences for how rewards could develop as they progress through computer-based tasks, for the first time. Original implications for designing computer-based rewards embedded within digital intervention/educational technologies for children with ASD and/or ID, are discussed.

show abstract

“…The support requirements of intellectually able autistic adults can be just as nuanced as those for people who have significant learning difficulties/disabilities (Fabri et al , 2016). Intellectual ability can often mask this, leaving individuals without the support they require in order to thrive.…”

Section: Introductionmentioning

confidence: 99%

Does “mentoring” offer effective support to autistic adults? A mixed-methods pilot study

Martin

Milton

Sims³

et al. 2017

AIA

View full text Add to dashboard Cite

Purpose The Research Autism Cygnet Mentoring project was a two-year pilot study, completed in 2016, which aimed to develop, trial and evaluate a mentoring scheme designed with input from autistic people, their families and supporters. The paper aims to discuss these issues. Design/methodology/approach The mentoring scheme involved 12 matched pairs (mentor/mentee) meeting once per week for one hour, over a six-month period. All mentors attended a training day, led by the principles of personal construct theory and an emancipatory research ethos. The project and training involved significant involvement of autistic people in both its design and delivery. Findings Participants on the autism spectrum found their mentoring experience very helpful in enabling them to progress towards self-identified goals, and mentees felt empowered by the person-centred ethos and the methods employed on the project. However, a number of aspects of the mentoring project have been identified that require further investigation, including: caution over offering mentoring without formal structures, boundary setting, supervision, flexibility and the matching of mentees with mentors. Originality/value The project has highlighted the potential benefits of time-limited goal-orientated mentoring and the negligible evidence base underpinning current mentoring practice with adults on the autism spectrum. In order for the project to realise its emancipatory aim, there is a need for a large-scale quantitative study and a health-economics analysis to provide the necessary evidence base for mentoring to be recommended as a cost-effective intervention with clear benefits for individual wellbeing.

show abstract

Using design thinking to engage autistic students in participatory design of an online toolkit to help with transition into higher education

Cited by 37 publications

References 30 publications

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability

Does “mentoring” offer effective support to autistic adults? A mixed-methods pilot study

Contact Info

Product

Resources

About