Can Child-Friendly Tools Support Young, Autistic Children to Better Communicate about Their Well-Being to Help Inform School Provision?

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  • Author(s): Elena Rees (ORCID Elena Rees (ORCID 0000-0002-4334-7894); Catherine Tissot (ORCID Catherine Tissot (ORCID 0000-0001-9835-0903)
  • Language:
    English
  • Source:
    Early Child Development and Care. 2023 193(13):1367-1384.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Elementary Education
    • Subject Terms:
      Student Attitudes; Well Being; Autism Spectrum Disorders; Students with Disabilities; Young Children; Inclusion; Educational Environment; Student Participation; Educational Research; Peer Relationship; School Role; Foreign Countries; Elementary School Students; Interpersonal Relationship
    • Subject Terms:
      United Kingdom
    • Accession Number:
      10.1080/03004430.2023.2247180
    • ISSN:
      0300-4430
      1476-8275
    • Abstract:
      Pupils' wellbeing in school can impact their learning, yet research into this topic is often from adults' perspectives. From a constructivist approach (where knowledge is shaped by human experience), the lack of child view on their well-being in schools is a significant gap in the literature, particularly from underrepresented groups including autistic pupils. This article is a small-scale case study with three child participants aged 7-8 years. To capture child voice, research tools were created by the participants followed by discussions to understand the student's intention. Two key themes emerged as important to well-being: social inclusion and school environment. This study demonstrates how child-created tools can be implemented in practice to truly 'hear' the voices of underrepresented groups. By empowering child voice in educational research, actions/implications for schools and their staff originate from the very individuals most affected, thus enabling child and school priorities to be better met.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1405869