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7/30/2019 Conference Paper Visual Narrative
1/22
Reading of the Visual Narratives
Created by Pupils Identified as
Being on the Autism Spectrum
By Thomas McGovernUniversity of [email protected]
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Background
Visual narrative one of a numberof methods used
2 LEA authorities
48 children in total
10 of whom had a diagnosis ofautism and spent a significantamount of time in mainstream
Transformative research Work 'with' rather than 'on'
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Visual Narratives
Photographs put together in sequenceto tell a story
Inclusive as all children could have asay (one opted out)
Suited visual learning style of somecommunity members
Address power balance between adultsand children possibly even between
children Cameras could be used with similar
levels of skill across the group
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The How of Visual Narrative
Photo Story by Microsoft asallowed for photo elicitation
'Images alone will always needwords' (Prosser 1998)
Envokes comments, memory anddiscussion
Vague memories can be given
sharpness and focus, unleashing aflood of detail (Banks 2007, p. 88)
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The How of Visual Narrative
A structure provided that allowed forphoto elicitation tasks to be completewith minimal direct researcher input
Reduce social interactions
Increase consistency by using computer Children could type, talk or use a
combination of both
Option for adult to type was alsoprovided
Only a small number made use of thisoption
examples
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Emerging Themes
Sensory Managing emotions
Structure, order and routine
Friendship
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Sensory
Not surprised Many ASD children have sensory
challenges
Bundy et al. (2002) as'functions
related to sensation occurring in thecentral nervous system ; and includesreception,modulation, integration, andorganisation of sensory stimuli.
Examples from Dominic, David andMichael
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Dominic
This photograph was described as a mess
Appears as inviting, bright and stimulatingfor most but some on the autism spectrumthis may present challenges
Visually challenging environments can lead tosensory overload especially when alreadystressed (Aquila et al. 2003).
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David
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David
Noise level seems to be main point he makes abouteach environment
Girls in his class
Music and library
Working with David and his teacher to generatesolutions
Ear plugs if not consulted might have created asolution that didnt suit him
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Managing Emotions
Children who are identified as being on the autismspectrum often have difficulties understanding
emotions or regulating their own emotions.
A number of the children in this study tookphotographs of the areas they used to calm down
and identified these as areas important to them inthe school.
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Dominic
He identified this as a place he came to read andcalm down
This was his support facility classroom
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Paul
He identified this as a place he came to calmdown
No displays
No furniture
He did not elaborate on why and explicity said nowhen asked
Reluctant to speak about negative emotions
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Michael
He made no comment about this photograph
I asked him why and he said he found it toodifficult
Staff not surprised by his response as he oftenfinds it difficult to articulate his feelings
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Dominic
R Is there anything you dont like about this place?
D I dont like being sent home by Mrs. X
R Okay, what kind of things do you get sent home for?
D Well only got did it last year well I did it last year
R Was it just once?
D Aye, the next day I came backR Alright would you like to talk about what happened or would
you rather not?
D Rather not
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Structure, Order andRoutine
A major focus on structure, order androutines for some children
Focus on rules for David and Dominic
Order of events James
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David
'This is the lunch hall. I go there at 12 O'clock or quarter past
12. What I do here is have my lunch
and don't talk. What I love about it is not getting yellow cards
or red cards. What I don't like about
it is people getting yellow cards and red cards.'
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Dominic
R what place is this?
D this is the trim track
R what kind of things do you do here?
D if it is nice we go outside and do stuff....if the boys and
girls have been good of course ..it is
all up to the teacher but if they have not then we don't goR when do you go?
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James
Watch video clip
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Friendship
Lack of friendship apparent
Quick glance at mainstream narrativesshows that this is unique to autismgroup
May have been to do with how I setup activity
Only one child in this group discussesfriendships in narrtives
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Darren
'That's the playground. I like playing in the playground in the
shelter. In the playground I play with
______ but she has moved to another school. Now I play with
______.
only cope with one friend ? school became aware through narrative and diary that only
had one friend
what happens when friend is off?
Diaries
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Visual Narrative
Helped to redress the absence of the voices of children onthe autism spectrum
Provided space for all (most) children to have their voice
heard