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      Autism through cinema: co-creation and the unmaking of knowledge

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          On the ontological status of autism: the ‘double empathy problem’

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            Making the future together: Shaping autism research through meaningful participation

            Participatory research methods connect researchers with relevant communities to achieve shared goals. These methods can deliver results that are relevant to people’s lives and thus likely to have a positive impact. In the context of a large and growing body of autism research, with continued poor implementation, and some evidence of community dissatisfaction, there is a powerful case for participatory autism research. In order to develop a framework for such collaborative working, a UK seminar series was organised and co-produced by autistic and non-autistic people with academic, practitioner and lived expertise. This article reports on the outcomes from the series, identifying five topics relevant to building a community of practice in participatory research: Respect, Authenticity, Assumptions, Infrastructure and Empathy. Each topic is connected to a specific example from within and beyond research, to inspire new practices in the field. We call for the development of participatory research skills among the autism research community and the facilitation of greater autistic leadership of, and partnership in, research. Such work, if delivered to a high standard, is likely to lead to better translation into practice and improved outcomes for autistic people and those who support them.
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              Severe impairments of social interaction and associated abnormalities in children: epidemiology and classification.

              The prevalence, in children aged under 15, of severe impairments of social interaction, language abnormalities, and repetitive stereotyped behaviors was investigated in an area of London. A "socially impaired" group (more than half of whom were severely retarded) and a comparison group of "sociable severely mentally retarded" children were identified. Mutism or echolalia, and repetitive stereotyped behaviors were found in almost all the socially impaired children, but to a less marked extent in a minority of the sociable severely retarded. Certain organic conditions were found more often in the socially impaired group. A subgroup with a history of Kanner's early childhood autism could be identified reliably but shared many abnormalities with other socially impaired children. The relationships between mental retardation, typical autism, and other conditions involving social impairment were discussed, and a system of classification based on quality of social interaction was considered.
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                Author and article information

                Journal
                International Journal of Qualitative Studies in Education
                International Journal of Qualitative Studies in Education
                Informa UK Limited
                0951-8398
                1366-5898
                February 07 2022
                : 1-18
                Affiliations
                [1 ]Film, Queen Mary University of London, London, UK
                [2 ]Autism Research Centre, City University, London, UK
                [3 ]Social Policy, Sociology and Social Research, University of Kent, Canterbury, UK
                Article
                10.1080/09518398.2022.2025492
                d01c6721-15e5-4198-a940-beed1300be6f
                © 2022

                http://creativecommons.org/licenses/by/4.0/

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