An article entitled ‘Using Design Thinking to engage autistic
students in participatory design of an online toolkit to help with
transition into higher education' has been co-authored by Information School student Penny Andrews was recently published in White Rose Research Online.
Abstract
Abstract
Purpose
of this paper: The paper reflects on engaging young autistic people in
the participatory design of the Autism&Uni online toolkit. The
purpose of the toolkit is to provide autistic students with information
and strategies for dealing with the challenges they may encounter when
entering higher education. The study adds to existing research on
participatory design by considering the specific needs and contributions
of autistic people who are of average or higher intelligence,
academically competent and generally articulate, a group that has
received limited attention hitherto. Design/methodology/approach: The
research used a 5-step Design Thinking approach and engaged multiple
stakeholders at different points. The paper covers the whole process,
paying particular attention to the final two steps of prototyping and
testing. During three participatory design workshops, autistic people
acted as codesigners and co-creators. Findings: The workshops were
effective in engaging participants in various design activities and rich
discussions. Several assumptions about capabilities and preferences of
autistic people were challenged. Design Thinking proved a suitable
framework for involving this group in the creation of solutions that
serve their needs. Research limitations/implications: Because of the low
number of workshop participants (11), research results may lack
generalisability. Also, the workshop format with its focus on group
activities may discourage some autistic people to take part. Further
work is needed to explore this and to confirm the reported findings.
Practical implications: The paper offers practical advice regarding how
to involve autistic people in co-design activities. Social implications:
The research contributes to a strength-based view of autism, rather
than one that focuses on deficits. Originality/value: The paper provides
new perspectives on the strengths of autistic people in participatory
design settings, with a focus on those autistic people who are of
average or higher intelligence and able to communicate effectively.
Comments