In search of the imaginary beams: how pupils with complex communication differences and/or autism diagnoses can be enabled to reflect on their experiences of school using individualised transactional support methods.

Davis-Kimble, Elaine (2025). In search of the imaginary beams: how pupils with complex communication differences and/or autism diagnoses can be enabled to reflect on their experiences of school using individualised transactional support methods. University of Birmingham. Ph.D.

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Abstract

This ethnographic study, underpinned by the theory of intersubjectivity, was conducted in Southwest England and explored how to elicit the views of four primary-aged pupils with complex communication differences and/or autism diagnoses on their experience of their mainstream school.

A flexible, multi-method approach was employed and included the use of observation, field notes, semi-structured interviews and informal chatting. Transactional support methods were developed for and with the pupil participants to enable them to share their views in their interviews and play sessions. The elicitation methods used were Lego play and role play set within the context of the participants’ special interests, as well as bespoke visual supports.

Data was analysed using Interpretative Phenomenological Analysis and this produced themes at an individual level, as well as across cases. Four superordinate themes emerged at group level based on participants’ experiences of their school which revealed a communication gap between the participants and their teachers; the need for clearer learning structures within the classroom; improved autism training for school staff; and a lack of engagement with peers by participants.

Findings also highlighted that more individualised transactional support methods were required across all participants. As there has been limited research in this area, this study’s findings call for more research on how to co-develop elicitation methods with individual autistic participants, as research projects unfold, to ensure their voices are at the centre of research. Implications for practice include the need for education professionals to better understand autism and dedicate time to creating spaces for autistic pupils to be able to express their lived experiences through creative methods that they choose and can develop with or without support.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):