Carmel Conn, Neil Mahoney, Yasmeen Multani and Jodie Rees
Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional…
Abstract
Purpose
Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional learning in education suggests it is a “bottom-up” process of intellectual, practical and emotional engagement and application of new knowledge to specific contexts. The purpose of this study was to gather information about postgraduate professional learning that sought to combine lived experience with reflection on practice in a critical pedagogy approach for practitioners working with Autistic learners in post-16 education.
Design/methodology/approach
Participants in the study represented all further education (FE) colleges in Wales and included experienced teachers and leaders, most of whom have a role focused on inclusion and learning support within their setting. Two phases of data collection were carried out, namely, a baseline survey (n = 36) and follow-up interviews (n = 15) at the end of the year of study. Interviews explored personal experiences of learning, knowledge and beliefs about practice and change in this respect and professionals’ priorities for the development of practice.
Findings
Findings present information gathered from the interviews and indicate that the course did not provide practitioners with new knowledge about autism but supported the development of more nuanced understandings of autism and more professional confidence about practice. However, familiarisation with lived experience and critical reflection on practice were described as supporting the questioning of basic assumptions and greater appreciation of the nature of difference for Autistic learners.
Originality/value
Study findings reframe what should be considered the focus of support practices for Autistic learners in FE.
Details
Keywords
Farah Islam, Kashmala Qasim, Amal Qutub, Saamiyah Ali-Mohammed, Munira Abdulwasi, Yogendra Shakya, Michaela Hynie and Kwame McKenzie
The purpose of this study was to understand the unique mental health concerns and access barriers experienced by South Asian Muslim youth populations living in the Peel Region of…
Abstract
Purpose
The purpose of this study was to understand the unique mental health concerns and access barriers experienced by South Asian Muslim youth populations living in the Peel Region of Toronto, Canada.
Design/methodology/approach
For this qualitative exploratory study, interviews (n = 15) were conducted with mental health professionals, educators and spiritual leaders (n = 11) who work with South Asian Muslim youth living in Peel Region, as well as with South Asian Muslim youth themselves (n = 4, aged 20–23). Interview transcripts were analyzed using reflexive thematic analysis.
Findings
Four primary themes emerged from the data: challenges and stressors, barriers, facilitators and hope and recovery. South Asian Muslim youth navigate a number of unique stressors related to the domains of culture, religion and family dynamics, as well as the impact of migration.
Practical implications
The findings stress the necessity of creating culturally safe, multilevel strategies to meet the nuanced challenges and diverse needs of South Asian Muslim youth communities.
Originality/value
This is one of the few papers to the knowledge that addresses the mental health needs and service access barriers of youth populations at the intersections of South Asian diasporic community belonging and Muslim faith in Canada.