Interpretative Phenomenological Analysis (IPA) as a tool for participatory research within Critical Autism Studies: A systematic review / Andrea MACLEOD in Research in Autism Spectrum Disorders, 64 (August 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 64 (August 2019) . - p.49-62 Titre : Interpretative Phenomenological Analysis (IPA) as a tool for participatory research within Critical Autism Studies: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Andrea MACLEOD, Auteur Article en page(s) : p.49-62 Langues : Anglais (eng) Mots-clés : Interpretative phenomenological analysis  Participatory  Critical autism studies  Autism Index. décimale : PER Périodiques Résumé : Purpose Interpretative phenomenological analysis is distinctive in foregrounding participants’ interpretations. As such, it is potentially useful for gaining an insight into the lived experience of autistic individuals and aligns well with participatory approaches. This paper provides the first systematic review of IPA studies that have employed a participatory approach and considers their contribution to Critical Autism Studies. Method Four electronic databases were searched to identify peer-reviewed empirical research articles which employed a participatory IPA approach to consult with autistic individuals. Thirteen studies from four countries, published 2008–2018, met the inclusion criteria. These were examined to identify details of the methodology, findings and recommendations in order to consider each in relation to the underpinning philosophies of IPA and participatory research respectively, and their relationship to the stated aims of Critical Autism Studies. Results A range of participatory approaches were employed and their use extended the depth and validity of findings. There was evidence of disruption to power relations in process and outcomes. Making sense of the autism diagnosis was a frequent point of discussion, even when this was not the focus of the study, and across studies, strong commonalities emerged, capturing a multi-dimensionality of ‘autistic identities’. Conclusion This review provides evidence of the usefulness of IPA as a research approach to consult with autistic individuals. It lends itself to a range of participatory techniques and there is scope for these to be used with diverse autistic populations, in order to extend the opportunities for autistic individuals to be represented, and represent themselves, within autism research. En ligne : https://doi.org/10.1016/j.rasd.2019.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=399 [article] Interpretative Phenomenological Analysis (IPA) as a tool for participatory research within Critical Autism Studies: A systematic review [Texte imprimé et/ou numérique] / Andrea MACLEOD, Auteur . - p.49-62. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 64 (August 2019) . - p.49-62 Mots-clés : Interpretative phenomenological analysis  Participatory  Critical autism studies  Autism Index. décimale : PER Périodiques Résumé : Purpose Interpretative phenomenological analysis is distinctive in foregrounding participants’ interpretations. As such, it is potentially useful for gaining an insight into the lived experience of autistic individuals and aligns well with participatory approaches. This paper provides the first systematic review of IPA studies that have employed a participatory approach and considers their contribution to Critical Autism Studies. Method Four electronic databases were searched to identify peer-reviewed empirical research articles which employed a participatory IPA approach to consult with autistic individuals. Thirteen studies from four countries, published 2008–2018, met the inclusion criteria. These were examined to identify details of the methodology, findings and recommendations in order to consider each in relation to the underpinning philosophies of IPA and participatory research respectively, and their relationship to the stated aims of Critical Autism Studies. Results A range of participatory approaches were employed and their use extended the depth and validity of findings. There was evidence of disruption to power relations in process and outcomes. Making sense of the autism diagnosis was a frequent point of discussion, even when this was not the focus of the study, and across studies, strong commonalities emerged, capturing a multi-dimensionality of ‘autistic identities’. Conclusion This review provides evidence of the usefulness of IPA as a research approach to consult with autistic individuals. It lends itself to a range of participatory techniques and there is scope for these to be used with diverse autistic populations, in order to extend the opportunities for autistic individuals to be represented, and represent themselves, within autism research. En ligne : https://doi.org/10.1016/j.rasd.2019.04.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=399

Neurodiverse students within higher education: initial thoughts from a collaborative project / Barbara SANDLAND in Good Autism Practice - GAP, 24-2 (October 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-2 (October 2023) . - p.13-22 Titre : Neurodiverse students within higher education: initial thoughts from a collaborative project Type de document : Texte imprimé et/ou numérique Auteurs : Barbara SANDLAND, Auteur ; Andrea MACLEOD, Auteur ; Neil HALL, Auteur Année de publication : 2023 Article en page(s) : p.13-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An increasing number of neurodiverse students attend Higher Education and many continue with postgraduate and doctoral studies. This short paper explores current terms in the field of neurodiversity and presents the findings of a scoping review designed to inform the next stage of the project which is to consider the specific needs of neurodiverse doctoral students in relation to the Viva Voce examination. The authors identify some of the issues in addressing the needs of this group in relation to preferring a difference not a deficit model, the need for disclosure if a neurodiverse student requires specific support and the reluctance to disclose, by some. Knowing the type of neurodivergence that a diagnosis gives is a helpful signpost to guide advice, but if it is not available or not known, then having a universal means of ascertaining what adjustments might help a student at any point in their studies is likely to help all students who study within HE. The authors refer to using a Universal Design model as proposed by Sanger and Gleason (2020). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Neurodiverse students within higher education: initial thoughts from a collaborative project [Texte imprimé et/ou numérique] / Barbara SANDLAND, Auteur ; Andrea MACLEOD, Auteur ; Neil HALL, Auteur . - 2023 . - p.13-22. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-2 (October 2023) . - p.13-22 Index. décimale : PER Périodiques Résumé : An increasing number of neurodiverse students attend Higher Education and many continue with postgraduate and doctoral studies. This short paper explores current terms in the field of neurodiversity and presents the findings of a scoping review designed to inform the next stage of the project which is to consider the specific needs of neurodiverse doctoral students in relation to the Viva Voce examination. The authors identify some of the issues in addressing the needs of this group in relation to preferring a difference not a deficit model, the need for disclosure if a neurodiverse student requires specific support and the reluctance to disclose, by some. Knowing the type of neurodivergence that a diagnosis gives is a helpful signpost to guide advice, but if it is not available or not known, then having a universal means of ascertaining what adjustments might help a student at any point in their studies is likely to help all students who study within HE. The authors refer to using a Universal Design model as proposed by Sanger and Gleason (2020). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

The AuVision project: a collaboration between autistic students and non-autistic staff to understand the student experience within a higher education institution / Andrea MACLEOD in Good Autism Practice - GAP, 21-1 (May 2020)

Public ISBD [article]  inGood Autism Practice - GAP > 21-1 (May 2020) . - p.5-14 Titre : The AuVision project: a collaboration between autistic students and non-autistic staff to understand the student experience within a higher education institution Type de document : Texte imprimé et/ou numérique Auteurs : Andrea MACLEOD, Auteur ; Liz ELLIS, Auteur ; Caroline LEAR, Auteur ; Marianthi KOURTI, Auteur ; Kenneth SEARLE, Auteur ; Callum DUCKWORTH, Auteur ; David IRVINE, Auteur ; Harry JONES, Auteur ; Michaela KING, Auteur ; Jessica LING, Auteur ; John SIMPSON, Auteur Article en page(s) : p.5-14 Langues : Anglais (eng) Résumé : This paper reports on a co-produced project to explore the experiences of autistic students at university. The project team comprised seven autistic students, two academics and a mentor. Together they designed the research and developed the research methods, conducted the interviews and focus groups and analysed the data. Two sets of recommendations were made on the basis of their findings, one set specifically for autistic students and the other for the wider student body. A web based resource was developed and can be found at https://auvisionsite.wordpress.com/ along with the full project report and executive summary. This resource will be useful to all those engaged in teaching and learning within higher education and the education sector generally. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] The AuVision project: a collaboration between autistic students and non-autistic staff to understand the student experience within a higher education institution [Texte imprimé et/ou numérique] / Andrea MACLEOD, Auteur ; Liz ELLIS, Auteur ; Caroline LEAR, Auteur ; Marianthi KOURTI, Auteur ; Kenneth SEARLE, Auteur ; Callum DUCKWORTH, Auteur ; David IRVINE, Auteur ; Harry JONES, Auteur ; Michaela KING, Auteur ; Jessica LING, Auteur ; John SIMPSON, Auteur . - p.5-14. Langues : Anglais (eng) in Good Autism Practice - GAP > 21-1 (May 2020) . - p.5-14 Résumé : This paper reports on a co-produced project to explore the experiences of autistic students at university. The project team comprised seven autistic students, two academics and a mentor. Together they designed the research and developed the research methods, conducted the interviews and focus groups and analysed the data. Two sets of recommendations were made on the basis of their findings, one set specifically for autistic students and the other for the wider student body. A web based resource was developed and can be found at https://auvisionsite.wordpress.com/ along with the full project report and executive summary. This resource will be useful to all those engaged in teaching and learning within higher education and the education sector generally. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

The Birmingham Community Support Scheme for Adults with Asperger Syndrome / Andrea MACLEOD in Autism, 3-2 (June 1999)  

Public ISBD [article]  inAutism > 3-2 (June 1999) . - p.177-192 Titre : The Birmingham Community Support Scheme for Adults with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Andrea MACLEOD, Auteur Article en page(s) : p.177-192 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The community support scheme for adults with Asperger syndrome began in Birmingham, United Kingdom, in January 1996. The scheme is funded by a joint Health and Social Services grant and ran as a pilot project until January 1999. This article reports on the progress made during the first 15 months of the scheme by examining the philosophy behind the scheme and the practicalities of providing effective community support to people with a diagnosis of Asperger syndrome. Case studies have been included to illustrate support methods in practice, and all names have been changed to maintain confidentiality. Measures of progress within the first year of the scheme were evaluated through attendance rates, observation, reviews, and the comments of the clients and carers themselves. En ligne : http://dx.doi.org/10.1177/1362361399003002007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 [article] The Birmingham Community Support Scheme for Adults with Asperger Syndrome [Texte imprimé et/ou numérique] / Andrea MACLEOD, Auteur . - p.177-192. Langues : Anglais (eng) in Autism > 3-2 (June 1999) . - p.177-192 Index. décimale : PER Périodiques Résumé : The community support scheme for adults with Asperger syndrome began in Birmingham, United Kingdom, in January 1996. The scheme is funded by a joint Health and Social Services grant and ran as a pilot project until January 1999. This article reports on the progress made during the first 15 months of the scheme by examining the philosophy behind the scheme and the practicalities of providing effective community support to people with a diagnosis of Asperger syndrome. Case studies have been included to illustrate support methods in practice, and all names have been changed to maintain confidentiality. Measures of progress within the first year of the scheme were evaluated through attendance rates, observation, reviews, and the comments of the clients and carers themselves. En ligne : http://dx.doi.org/10.1177/1362361399003002007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208

Tomas loves / Andrea MACLEOD in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.93-93 Titre : Tomas loves Type de document : Texte imprimé et/ou numérique Auteurs : Andrea MACLEOD, Auteur Article en page(s) : p.93-93 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Tomas loves [Texte imprimé et/ou numérique] / Andrea MACLEOD, Auteur . - p.93-93. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.93-93 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

What are the challenges and successes reported by autistic students at university?: a literature review / Brian IRVINE in Good Autism Practice - GAP, 23-1 (Spring 2022)

Permalink

---

1 (1 - 6 / 6)