Agentic ethnography: inclusive interviews of young adults with significant disabilities on the transition from school

Hart, Sarah

doi:10.1080/1743727x.2021.1881057

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…The data analysis was led by the first author, a doctoral student in Educational Psychology. The analysis followed a recursive and iterative process using the sixstep approach to reflexive thematic analysis (Braun & Clarke, 2019, 2021). An inductive orientation to coding was used with text being coded semantically (to stay close to participant language and capture explicit meaning) and latently (to focus on a deeper, conceptual level of meaning of the data).…”

Section: Discussionmentioning

confidence: 99%

“…It is, therefore, crucial that research explores not only the development of inclusive methods, which enable autistic young people's voices to be accessed and heard, but also for their views to have a direct impact on the decision‐making process, that is to be listened to and acted upon (Lewis‐Dagnell et al, 2023). To empower the voices and perspectives of autistic young people, methods need to be created that are individualised to each young person, facilitate agency, and provide a holistic, strengths‐based account without reliance on spoken words (Hart, 2021; Morris, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Using ‘I am’ Digital Stories to facilitate autistic young people to have a voice in their transition to adulthood

Lewis‐Dagnell,

Burden,

Marsden

et al. 2023

Research in Spec Educ Needs

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The voices of autistic young people are frequently excluded from transition planning and decision‐making, especially when they have more complex needs and may not use speech to communicate. The aim of this research, based at a residential special school in England, was to extend and evaluate the use of the ‘I am’ Digital Stories methodology. ‘I am’ Digital Stories are short (c.3–5 min) videos that use a strengths‐based framework to support the sharing of voice, experiences, and preferences in visual form. ‘I am’ Digital Stories is an accessible and inclusive methodology that enables young people to present their ‘best selves’ to people in new settings who are meeting them for the first time. Digital Stories were co‐created with and/or for three young adults aged 18–19, their families and the school, and shared with stakeholders as part of the transition to post‐school contexts. Reflexive thematic analysis of data from 17 semi‐structured interviews with stakeholders resulted in five themes: benefits of Digital Stories, humanising approach; ownerships and agency, ethical considerations and direct impact on practice. Stakeholders highlighted how powerful the ‘I am’ Digital Stories were for gaining a fuller, more humanising understanding of the young person that was unavailable or impossible via other sources.

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Section: Discussionmentioning

confidence: 99%