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Title: A visceral Verstehen of 'inclusion' through the Photovoice of pupils attending post-primary autism specific classes
Author: Tumilty, Aidan Jude
ISNI:       0000 0004 6351 2193
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2016
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The research presented here contributes to an understanding of experiences, perspectives and practices regarding the ‘inclusion’ of pupils attending PPASCs by exploring with pupils the positive and more challenging aspects of this provision type. Empirical data were collected using an adapted Photovoice method that utilized an iPad™ application called Photovoice that encouraged each of the participants to create ‘Photovoice constructions’ (i.e. a photograph and verbal accompaniment of a significant positive or less positive aspect of their provision). These Photovoice constructions provided visual scaffolding and verbal prompts for follow up in-depth, discursive exploration in both individual interviews and group discussions. The method culminated in an exhibition of the visual and verbal constructions that was viewed by those in positions to enact change. Exhibition attendees were encouraged to view the findings using a visceral Verstehen framework (Glass, 2005) to promote empathetic understanding and promote reform. Framing the research within a Pragmatic Qualitative Research paradigm (Savin-Baden, & Howell Major, 2013) accommodated eclecticism of approach that best engaged and supported the voice of the participants (n=16), while also achieving the aims of the research. Thematic analysis of findings illustrate that there is a myriad of common factors that impact both positively and less positively on the ‘inclusion’ of both individual pupils and the PPASCs as a group. Recommendations are that the ‘inclusion’ of pupils attending PPASCs be constructed by appropriately and regularly engaging the voice of the pupil(s). Constructing ‘inclusion’ requires continuous consideration and exploration in regard to four overarching areas identified in the research relating to: sensory, social, structural and achievement. Also presented are the implications of the research for policy and practice reform to promote and safeguard the ‘inclusion’ of pupils attending PPASCs. Limitations of the study are acknowledged and suggestions for future research are outlined.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available