Conference Paper Visual Narrative

7/30/2019 Conference Paper Visual Narrative

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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

Documents

Conference Paper Visual Narrative