Autism and the U.K. secondary school experience

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools

Trying to solve the ‘worst situation’ together: participatory autism research

The importance of participatory autism research is discussed in relation to a project involving six autistic researchers and five non-autistic university researchers collaborating to investigate anxiety in autistic adolescents. The paper describes the process of establishing a research partnership and the values and philosophy behind this inclusive method of research. Lessons were learnt about neurodivergent thinking and the benefits it brings to the development of research questions and analysis of data

The Influence of professional doctorates on practice and the workplace

This paper investigates the influence that undertaking a professional doctorate has on the practice of the graduate and their workplace or organisation. There is a growing literature on how undertaking such advanced development influences the individual graduate at the personal and professional level but there is little evidence of a wider impact on practice in general or at the organisational level. This study seeks to address this issue through a qualitative study of practitioners from a range of professional arenas and sectors who have graduated from a professional doctorate within the past 10 years. Through thematic analysis of semi-structured interviews and the candidates’ project reports we explore their experience of applying their learning within their workplaces providing insight into the level and degree of influence such development can have on organisational contexts. The paper does not focus on the academic or personal impact of their experience as the intention of these particular doctoral researchers is the creation of new knowledge embedded in practice

Ageism in the third age

In the developed world, later life has brought more opportunities to contribute to society and pursue personal goals outside the role of paid work, combined with less stigma and greater recognition of the worth of older people. These values do not necessarily extend to the “oldest old” where some people in the fourth age (people 80 years old and over) continue to face increasing stigma and societal stereotypes from those in the third age (people 60–79 years old). Ageism between these two cohorts is rarely discussed in the literature. Potential ageism involves stereotypical perceptions of the oldest old and may prove detrimental to those transitioning from the third to the fourth age if a resultant resistance to maintain their engagement and independence into older age occurs. This chapter explores the subtleties of these inter-cohort ageist discourses particularly from a health and social care perspective and considers the implications for transitions of older people between the third and fourth age. It addresses the challenges and adjustments needed to ensure continuing and inclusive engagement in society, in order to support independence to grow old without the fear of discrimination