Counselling people labelled with asperger syndrome

Identifying the implications of Asperger syndrome for counsellors

Reflections on diagnosing autism spectrum disorders

Personal reflections on the issue of labelling children as being on the autism spectrum

Unruly bodies at conference

Academic conferences embody a set of prescribed regulative practices. This article considers some of the tensions that arise when these normative expectations are disrupted by unruly bodies. As scholars of disability studies we lament the lack of understanding within an ableist society that is resistant to change. In this article however I invite us to explore closer to home to consider how unruly bodies might enable reflection on how disability is created even within our own ‘expert’ environments. It is argued here that new ways of conceptualising and accommodating behaviour at conference are required if these are to exemplify the inclusive and welcoming spaces desired by us all

Socially just and inclusive education

This article presents a personal account of what socially just and inclusive education means to me, an academic in a UK university. I identify the critical elements as being the recognition of the right to claim and the duty to protect the humanity and value of all members of society. Inclusion and social justice are about belonging in the world unfettered by the disablements of poverty, illness and prejudice. They are dependent upon interdependence, community and collaborative enterprise. Here I call upon all students in education to take a stand, to work together to end the marginalisation and exclusion of the poor and the abandoned and to disavow control through privilege. Only together by and for each other can we be free

Invited Guest Editorial. Lives Worthy of Life: The Everyday Resistance of Disabled People

‘Spoiler alert’: This editorial speaks to that of Dr. John Williamson that is published in this years issue. I have made some effort to avoid revealing too much of the “plot” but those of you who prefer to enjoy the mystery of the disappearing/appearing slow learner as it is intended to unfold are advised to read Williamson’s article before this one

'I didn't stand a chance': how parents experience the exclusions appeal tribunal

In September 2012 the process changed in England for how parents (and carers) can appeal against their child's exclusion from school. This paper is one of the first accounts of how parents experience the new system. Using data from a research study with a range of stakeholders in the appeals process, this paper focuses on the accounts of the 21 parents interviewed. Thematic analysis was utilised to identify the factors that motivate parents to make an appeal, the barriers and enablers to doing so, and the physical, emotional and financial costs that result from engagement with the process. The findings reveal that the costs are extremely heavy for parents with very limited rewards. The process is experienced as inequitable with a bias towards schools and many of these parents call for the provision of experienced legal support to make it a more balanced system. In spite of the challenges involved the need to call schools to account remains a strong motivation to appeal but this was not the preferred option for parents. Instead they call for schools to develop more inclusive and enabling environments that rely more on understanding the needs of pupils and their families than on exclusion from school. Key words: Appeal; exclusion; education; schools; special educational needs; parent

What children on the autism spectrum have to ‘say’ about using high-tech voice output communication aids (VOCAs) in an educational setting

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid (VOCA), within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as ‘expert guides’ provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computer-based VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature

Win Prediction in Esports: Mixed-Rank Match Prediction in Multi-player Online Battle Arena Games

Esports has emerged as a popular genre for players as well as spectators, supporting a global entertainment industry. Esports analytics has evolved to address the requirement for data-driven feedback, and is focused on cyber-athlete evaluation, strategy and prediction. Towards the latter, previous work has used match data from a variety of player ranks from hobbyist to professional players. However, professional players have been shown to behave differently than lower ranked players. Given the comparatively limited supply of professional data, a key question is thus whether mixed-rank match datasets can be used to create data-driven models which predict winners in professional matches and provide a simple in-game statistic for viewers and broadcasters. Here we show that, although there is a slightly reduced accuracy, mixed-rank datasets can be used to predict the outcome of professional matches, with suitably optimized configurations

“Black white zebra orange orange”: How children with autism make use of computer-based voice output communication aids in their language and communication at school.

Purpose - This naturalistic study adapted exploratory school practice in order to support empirically-informed decision making in the provision of augmentative and alternative communication (AAC) technologies for children with autism. Design - Research was conducted with three boys with autism and little speech, as part of a curricular literacy lesson. A mixed method approach, involving observational coding and staff diaries, identified how the boys used computer-based voice output communication aids (VOCAs), also called speech generating devices (SGDs) and how the technology impacted on their communication and language. The boys were observed in initial lessons (‘baseline’ sessions), without the VOCA present and in sessions in which the VOCA was available (‘intervention’ sessions). Findings - VOCAs were used for two main communicative purposes; naming and giving information; with aids being used primarily to support curricular, task-related communication. Existing modes of communication continued to be used when access to the VOCA was available. In addition, all three boys showed an increase in Mean Length of Utterance (MLU) after the VOCA was introduced. The findings suggest that computer-based VOCA technology can augment children’s communicative participation in lesson activities. Specific patterns of change were also recorded in the boys’ communication, suggesting individualised responses to this technology. Originality - This paper extends the empirical base for clinical decision making by reporting the use of high tech VOCAs by school age children with autism for additional forms of communication, beyond those described elsewhere. It adds to the evidence that interventions which include access to a computer VOCA can have a positive impact on the language complexity of children with autism. It describes the potential of VOCAs to provide an enabling and inclusive technology in a classroom setting. </p

The potential of the fractions of lifeworld for inclusive qualitative inquiry in the third space

In this paper we introduce the lifeworld fractions (Ashworth 2003) as a methodological framework for inclusive research with autistic people 'with profound learning disabilities'. We first define the fractions and then evaluate their potential for enabling research within the ‘third space’ of inclusive research (Seale, Nind, Tilley, & Chapman 2015). Fundamental to the third space is the inclusion of the social and support circles of people with profound learning disabilities within research. Using the example of a recent study we illustrate how the fractions are a useful enabler of this. We conclude by suggesting that a key value of the fractions is in how they take the research collective beyond the elements of experience that most obviously confront them to consider its full breadth and effects. We argue too that the fractions support the management of the collation and analysis of the copious amounts of data that are generated through qualitative research. We conclude by offering a new and critical dimension to the fractions through presenting them as a means through which those involved in the third space – autistic people, their social and support circles, and researchers - can come to more emic understandings of lived experience