Autism Re-Imagined: Creative Resources for Schools and Communities
Lead Research Organisation:
University of Kent
Department Name: Sch of Arts
Abstract
This project will extend the impact of Imagining Autism (2011-2014), an AHRC funded collaboration between drama and psychology producing statistically significant evidence that the approach enhanced communication, social interaction and empathy. Positive results, widely reported (e.g.New Scientist, Autism, Research in Drama Education) led to requests for the methods to be translated into education and community contexts. Since 2014, we have delivered one off outreach workshops for professionals in education, health and social care as well as doing an arts centre residency with associated outreach activities (The Atkinson 2017). Radical reforms to education and the NHS and revised diagnostic criteria have created gaps in provision with calls for 'extra capacity' in the 'community and voluntary sector' to provide support for autistic people (Kent Autism Strategy, 2017). Imagining Autism is well placed to deliver sought after services and resources (as detailed below) through novel methods that have proven efficacy.
Applied theatre with autistic participants reports a shift from skills based approaches (e.g. using drama to model socially appropriate behaviour), to recognition of the potential of improvisation in facilitating social creativity. According to Matthew Lerner (a psychologist who has collaborated with the iA team) this is "the emerging, novel approach to autism-which meets individuals with ASD where they are instead of trying to 'fix' them" and is "transforming how these individuals think of themselves in the world, and what they are capable of becoming." The iA project is associated with this shift from a deficit to a social model of disability and creative and capability paradigms. Follow on funding will enable us to systematically respond to invitations from multi-agency groups for training and resources so that the Imagining Autism approach can reach new audiences and user communities.
Funding is sought for
1. A training model for schools to embed the creative practices within the curriculum, initially at the Beacon School Training Centre in Kent. Between March and June 2018 we will adapt the approach in Kent schools via continuing professional development workshops. Teachers will be trained as 'Imagining Autism Champions', to disseminate the creative practices across the curriculum. The iA Champions will be given practical resources (see 3) as well as training and mentoring from iA practitioners who include autistic artists.
2. Autistic Community Cafés. Inspired by Dementia and Pop up Cafés, Community Cafés are events in arts centres and community venues that offer family friendly social spaces for support, information sharing, networking and activities. We will try out different iterations of the model to determine timings and content. We will also be establishing how to best involve the autistic community. This will also be the platform for refining then promoting the iA Creative Box (see below). Working with NAS community groups and in dialogue with "Autscape", the café events respond to needs identified by the autism community and their families for increased opportunities for social space and exchange.
3. The iA Creative Box will contain creative sensory stimuli to engage autistic children. This portable resource will contain puppets, activity cards and a DVD for use in educational and community contexts. Its development is a key part of the schools mentoring programme through user group consultation (see 1). The boxes would manufactured initially on a 'cottage industry' model but later, when we have developed the prototype, through a manufacturer. To develop the prototype, a Creative Box would be available free for the Autism Community Cafes (see 2) and local autism support groups for feedback and evaluation.
Autism Re-imagined will extend the impact of iA through innovative and creative pathways for knowledge exchange in the changing contexts of autism education and support.
Applied theatre with autistic participants reports a shift from skills based approaches (e.g. using drama to model socially appropriate behaviour), to recognition of the potential of improvisation in facilitating social creativity. According to Matthew Lerner (a psychologist who has collaborated with the iA team) this is "the emerging, novel approach to autism-which meets individuals with ASD where they are instead of trying to 'fix' them" and is "transforming how these individuals think of themselves in the world, and what they are capable of becoming." The iA project is associated with this shift from a deficit to a social model of disability and creative and capability paradigms. Follow on funding will enable us to systematically respond to invitations from multi-agency groups for training and resources so that the Imagining Autism approach can reach new audiences and user communities.
Funding is sought for
1. A training model for schools to embed the creative practices within the curriculum, initially at the Beacon School Training Centre in Kent. Between March and June 2018 we will adapt the approach in Kent schools via continuing professional development workshops. Teachers will be trained as 'Imagining Autism Champions', to disseminate the creative practices across the curriculum. The iA Champions will be given practical resources (see 3) as well as training and mentoring from iA practitioners who include autistic artists.
2. Autistic Community Cafés. Inspired by Dementia and Pop up Cafés, Community Cafés are events in arts centres and community venues that offer family friendly social spaces for support, information sharing, networking and activities. We will try out different iterations of the model to determine timings and content. We will also be establishing how to best involve the autistic community. This will also be the platform for refining then promoting the iA Creative Box (see below). Working with NAS community groups and in dialogue with "Autscape", the café events respond to needs identified by the autism community and their families for increased opportunities for social space and exchange.
3. The iA Creative Box will contain creative sensory stimuli to engage autistic children. This portable resource will contain puppets, activity cards and a DVD for use in educational and community contexts. Its development is a key part of the schools mentoring programme through user group consultation (see 1). The boxes would manufactured initially on a 'cottage industry' model but later, when we have developed the prototype, through a manufacturer. To develop the prototype, a Creative Box would be available free for the Autism Community Cafes (see 2) and local autism support groups for feedback and evaluation.
Autism Re-imagined will extend the impact of iA through innovative and creative pathways for knowledge exchange in the changing contexts of autism education and support.
Planned Impact
Who will benefit from the project?
The development of the creative training model for schools, the Autistic Community Café and the Creative Box will be of benefit to a range of potential user groups:
Autistic individuals
Members of the 'autistic community' (this includes anyone in contact with autistic people at home or at work)
Parents and carers of autistic people
Educators (preschool/primary/secondary teachers/teaching assistants/educational psychologists/speech therapists)
Local Education Authorities
Social Services
Employees in Local Education Authorities, Arts Centres, Social Services, Police and Health services (paediatricians/clinical psychologists);
Health services (paediatricians/clinical psychologists)
Arts Practitioners in applied and community theatre
Specific beneficiaries
15 local teachers from Kent Special Schools who will train as 'Imagining Autism Champions'. The number of children that will benefit in 2018 will be between 30 and 100 in each school as the 'iA Champions' cascade their knowledge with significantly more beneficiaries as the cascade extends.
Autistic-individuals (approx 60, 10-15 per Café) via the autistic friendly space of the Cafés, where, in keeping with the Autscape ethos 'the environment, activities, social structure, behaviour expectation and presentation topics are all designed to encourage full participation of autistic people [...]and autistic needs are taken into account in every aspect of planning (Autscape).
Parents and carers of autistic people through their engagement with the Cafes, accessing workshops, presentations, film screenings; networking with other members of the autistic community and benefiting from the practical wisdom of autistic self-advocates and the expertise of the research team. The café offers a supportive forum to share ideas, problems and solutions, demonstrate creative play and drama techniques, encourage strategies, manage behaviours, and to help connect children more deeply with their parents and carers.
How they will benefit
Autistic Individuals will benefit from increased understanding of the experience of autism and opportunities for advising and developing creative structures for education, support and care.
Parents and carers will benefit from increased opportunities for dialogue, collaboration and support.
Educators will benefit from an approach endorsed through rigorous research and community consultation.
Local Education Authorities will benefit from inclusive training packages for inset days and short courses.
Social Services will similarly benefit from effective approaches which can be used in a range of contexts (e.g. respite centres; weekend and holiday play schemes).
Health Services will benefit from access to similar training packages as above but these techniques may also be adapted and developed to facilitate child friendly methods of diagnostic assessment (Hannah Newman PhD).
What will be done to ensure they benefit
Schools: The Beacon Training Centre is a future gateway to training in all Kent special schools via its affiliation with Kent County Council and Deputy Head Lynda Evans's membership of the specialist Community and Interactive Working Party.
Autism Community: iA will work closely with our hosts to promote the Autism Community Cafes, and ensure the autistic self advocates, parents, educators and other professionals have the opportunity to attend.
Creative Box dissemination
The Creative Box could provide a permanent resource for teachers and parents. The project includes consultation with autism specialists experienced in the development and dissemination of similar resources from prototype to manufacture. The scoping of this resource includes consultation about its potential to be developed as a digital resource.
The development of the creative training model for schools, the Autistic Community Café and the Creative Box will be of benefit to a range of potential user groups:
Autistic individuals
Members of the 'autistic community' (this includes anyone in contact with autistic people at home or at work)
Parents and carers of autistic people
Educators (preschool/primary/secondary teachers/teaching assistants/educational psychologists/speech therapists)
Local Education Authorities
Social Services
Employees in Local Education Authorities, Arts Centres, Social Services, Police and Health services (paediatricians/clinical psychologists);
Health services (paediatricians/clinical psychologists)
Arts Practitioners in applied and community theatre
Specific beneficiaries
15 local teachers from Kent Special Schools who will train as 'Imagining Autism Champions'. The number of children that will benefit in 2018 will be between 30 and 100 in each school as the 'iA Champions' cascade their knowledge with significantly more beneficiaries as the cascade extends.
Autistic-individuals (approx 60, 10-15 per Café) via the autistic friendly space of the Cafés, where, in keeping with the Autscape ethos 'the environment, activities, social structure, behaviour expectation and presentation topics are all designed to encourage full participation of autistic people [...]and autistic needs are taken into account in every aspect of planning (Autscape).
Parents and carers of autistic people through their engagement with the Cafes, accessing workshops, presentations, film screenings; networking with other members of the autistic community and benefiting from the practical wisdom of autistic self-advocates and the expertise of the research team. The café offers a supportive forum to share ideas, problems and solutions, demonstrate creative play and drama techniques, encourage strategies, manage behaviours, and to help connect children more deeply with their parents and carers.
How they will benefit
Autistic Individuals will benefit from increased understanding of the experience of autism and opportunities for advising and developing creative structures for education, support and care.
Parents and carers will benefit from increased opportunities for dialogue, collaboration and support.
Educators will benefit from an approach endorsed through rigorous research and community consultation.
Local Education Authorities will benefit from inclusive training packages for inset days and short courses.
Social Services will similarly benefit from effective approaches which can be used in a range of contexts (e.g. respite centres; weekend and holiday play schemes).
Health Services will benefit from access to similar training packages as above but these techniques may also be adapted and developed to facilitate child friendly methods of diagnostic assessment (Hannah Newman PhD).
What will be done to ensure they benefit
Schools: The Beacon Training Centre is a future gateway to training in all Kent special schools via its affiliation with Kent County Council and Deputy Head Lynda Evans's membership of the specialist Community and Interactive Working Party.
Autism Community: iA will work closely with our hosts to promote the Autism Community Cafes, and ensure the autistic self advocates, parents, educators and other professionals have the opportunity to attend.
Creative Box dissemination
The Creative Box could provide a permanent resource for teachers and parents. The project includes consultation with autism specialists experienced in the development and dissemination of similar resources from prototype to manufacture. The scoping of this resource includes consultation about its potential to be developed as a digital resource.
Publications
Shaughnessy N
(2020)
Acting in a World of Difference: Drama, Autism, Gender
in Biblioteca Teatrale
Trimingham, M
(2018)
The Routledge Companion to Theatre, Performance and Cognitive Science
Williams E
(2023)
Practitioner Review: Effectiveness and mechanisms of change in participatory arts-based programmes for promoting youth mental health and well-being - a systematic review.
in Journal of child psychology and psychiatry, and allied disciplines
| Title | Imagining Autism |
| Description | A short film featuring the impact and legacy of the Imagining Autism project featuring schools in Kent who are using the resources generated by the research |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2023 |
| Impact | Impact on autistic learners at the Beacon School who are featured i the film. The methods support communication, emotional literacy and well-being. Impact on teachers who discuss the value of the approach for supporting and educating autistic learners. The school are now using the creative methods in a range of classrooms and contexts. As a centre of excellence, the Beacon has a network of special schools who are also using the methods. Other teachers within the network (generally SENCOS), accessed the training funded through the Follow On project (Autism Re-Imagined) as "Imagining Autism Champions." They are using the approach in their schools and training their staff in the creative methods. They testify to the impact and effectiveness of the approach as a pedagogy for neurodivergent learners. |
| Title | PopUpPod: Creative Box |
| Description | We developed in collaboration with Cardiff School of Art and Design a pilot PopPupPod 'playbox' suitable for both parents and teacher, in order, longer term, to see how iA methods can be made accessible more widely. . This box opens up to reveal an appealing bespoke hand puppet, 'Bo', with tips on how to use Bo effectively to communicate better with an autistic child. Bo can also be used situations that often cause stress (for example, eating, washing or getting dressed). The iA colour coded 'themes' of Outer Space, Forest, Underwater, Arctic and Under the City prompt activity suggestions grouped under Puppetry, Play and Senses. With a little imagination, sensitivity to the iA techniques of following the child's cues, and some cheap easily accessible resources (all clearly explained in the box) any of these environments can easily be adapted to a classroom or a bedroom. The child is enabled to take imaginative journeys alongside parent,carer or teacher in sensory rich and autistic friendly spaces, whose effectiveness was first demonstrated in our full-size pod. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2019 |
| Impact | Developed and trialled from October 2018 to March 2019. Evaluation will follow and impact may result in future. |
| Description | Understanding Autism Differently: engaging with autistic children through a creative and play-based approach, positively contributes to their education. These creative methods are now being developed in schools associated with the project. In 2020/2021, the iA approach was used by a network of schools, led by the iA champions who were trained in the project's methods (intensive interaction, improvisation, puppetry, imaginary immersive multisensory environments) and used the iA online resources. This was developed as part of the "Recovery Curriculum" for students at the Beacon School, Folkestone during the Covid 19 Pandemic. CPD workshops using creative and embodied practices enhance understanding of the autistic experience and are being utilised by professionals in education and health as well as with families. |
| Exploitation Route | Accessing the training transforms understanding of the autistic experience. This is because of the practical approach and the engagement of the autistic community in the form, content and delivery of the programme. Testimonials from teachers, health professionals, parents and carers recommend the training and the creative practices as transformative. The methods are also being taken forward by the specialist teachers who did the CPD programme as they are training other teachers to use the creative approach in their work with autistic learners and students with associated learning difficulties. The project also offers a model for engaging community participants in research activity. The creative resources could also be taken forward and put to use by others in schools, clinics and by families, particularly if the flash cards were commercially available. There is also evident that the practices can be used in clinical settings to support diagnosis. |
| Sectors | Creative Economy,Education,Healthcare,Other |
| URL | http://www.imaginingautism.org |
| Description | Autism Re-Imagined created a programme of CPD Training for professionals in education and health, carers and families which has been successfully evaluated in different settings including schools, arts centres, community groups and a multi-agency support hub. A programme of workshops with specialist teachers drawn from schools across Kent produced "Imagining Autism Champions." These teachers have led the development of the creative practices in their own schools through training for teachers and setting up practical environments for the play-based sensory methods to be used with autistic learners. A box of resources (the PopupPod) were successfully tested in a range of schools across the UK and in the context of the Covid 19 pandemic, these were used to develop online resources (at the request of schools). The programme of workshops is now available as CPD Training: Understanding Autism Differently. The Beacon, Folkestone (specialist school and multi-agency hub) are using the Imagining Autism methods for their recovery curriculum and mini pods have been used in classrooms at Beacon since 2020. A lead teacher has (Allen Ince) has led the development of the method across network schools and the new satellite school at Walmer. The Imagining Autism pod is on loan to Walmer (as a new specialist site for SEND learners) to develop their creative curriculum with autistic learners. The team have collaborated with the school to train teachers in the practical approach,. Throughout the Beacon network of SEND schools (led by the Imagining Autism Champions) there are numerous examples of teachers using the iA approach. Allan Ince conducted an evaluation of the approach to demonstrate its impact. The project received an acknowledgement of its contribution to the Beacon School networks through a PERMA award. The Imagining Autism Cafes were successfully piloted in Nottingham, Birmingham and Kent and local groups have sought advice and accessed the template for running their own events. During 2020 and 2021, the online resources were used by parents doing homeschooling as part of the Covid 19 pandemic and were also used by Beacon School, Folkestone as part of their recovery curriculum. The iA method is being developed across partner schools with immersive sensory environments being created at other schools within the Beacon network. In particular, the new satellite facility to address the gaps in SEND provision in Kent at the Beacon Walmer is using the Imagining Autism pod with new students and a new curriculum (post Covid). As a result of the impact of the Imagining Autism approach in schools, the team were given a Beacon School PERMA award (2021) and in 2022 a film was commissioned by KMTV documenting the impact of the project for teachers and pupils at Beacon Schools. A further impact has been interest in the work from Police, particularly the training on understanding neurodiversity. This has led to a new research grant developing training resources for professionals in education and the criminal justice system (AH/W007398/1). Additionally, the team have collaborated with Frozen Light Theatre Company advising on the development of their work for children with profound and multiple learning difficulites and have also supported teachers and researchers in the Czech Republic developing a programme of work to support transition for young people with intellectual learning disabiltiies. |
| First Year Of Impact | 2022 |
| Sector | Creative Economy,Education,Healthcare,Security and Diplomacy |
| Impact Types | Cultural,Societal,Policy & public services |
| Description | Advising National Theatre as Autism and Neurodiversity consultant |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | The changes to understanding and practice are evident in the differences between the previous NT production and the current tour. The company are working with neurodivergent performers and are adopting inclusive and accessible practices in all aspects of production. The trigger warnings and sensitivity notes have been updated. There has been training and discussion in relation to neurodiversity and representations of disability. All of this impacts on the audience experience as the production seeks to challenge stereotypes of autism and disability and to promote understanding and awareness of neurodiversity and neurodivergent people. As this is a set text in schools the production attracts school groups and is very influential on adolescent understanding of autism. Evaluation is ongoing as the production continues. |
| URL | https://www.nationaltheatre.org.uk/shows/the-curious-incident-on-tour |
| Description | An Imagining Autism Champion has established iA at Brookland C of E Primary School, Romney Marsh. She created an outdoor sensory space in a tent modeled on the Imagining Autism pod for cross curricular learning.. |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Beacon School Creative Curriculum 2020/21: outdoor sensory space created |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Beacon School creative curriculum |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | The Beacon, Folkestone is hiring the Imagining Autism Pod for two terms in 2020 to develop the methods through their creative curriculum. Students will have the opportunity to engage with the imagining Autism play-based practices, working in the pod with teachers who have done the CPD training, using the project's resources. The pod will also be made available to health professionals at the multi-agency hub. |
| Description | Imagining Autism Pod erected at The Beacon Walmer |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | The introduction of (what is in effect) a new method of teaching consisting of immersive drama, teacher in role, puppetry etc to the curriculum at The Beacon Walmer, right at the start of a new school, has led to staff creativity and well being, enjoying furnishing the pod and developing ideas around the children's visits, spending their own time and even money to improve it. The children have benefitted too in their well being and education, enjoying this new method of teaching. Subjects taught through the garden scenario include the environment (growing seeds, the weather) and communication skills (eg talking to puppets, helping to write the diary). |
| Description | Imagining Autism Pod erected at The Beacon Walmer |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | The introduction of (what is in effect) a new method of teaching consisting of immersive drama, teacher in role, puppetry etc to the curriculum at The Beacon Walmer, right at the start of a new school, has led to staff creativity and well being, enjoying furnishing the pod and developing ideas around the children's visits, spending their own time and even money to improve it. The children have benefitted too in their well being and education, enjoying this new method of teaching. Subjects taught through the garden scenario include the environment (growing seeds, the weather) and communication skills (eg talking to puppets, helping to write the diary). |
| Description | Interactive sensory room at Marsh Academy |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | One of the teachers who participated in the CPD training to become and Imagining Autism Champion has established the approach at the school when she is employed: The Marsh Academy in New Romney. She has trained the staff in the creative practices and has created a new sensory room which is modeled on the Imagining Autism pod. This is featured in the project's evaluation report. |
| Description | PopPupPod box as resource for local parent support group |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | See above- a local parents support group has expanded its activities to include Imagining Autism techniques particularly puppetry, and these feature in their drop in sessions. The techniques are also shared in a disability toddler group run by the same leader. |
| Description | Sensory theatre for young people with PMLD |
| Geographic Reach | National |
| Policy Influence Type | Contribution to new or improved professional practice |
| URL | https://www.frozenlighttheatre.com/sensorystudio |
| Description | Training for staff in The Beacon and schools in Shepway district |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | This training programme offered by the school independently of the research team by is evidence of the success of the Follow On Funding 'Cascade' model of training that the Imagining Autism Champions programme (2018) represented. We 'trained the trainers' inspiring teachers and TAs to work with DIY environments, puppets, games, play etc.. A teacher then voluntarily initiated ongoing training within the school, that was accessed by teachers both there and in the district. This has contributed to The Beacon developing its Creative Curriculum which uses the arts to teach children. Mini pods have been built in classrooms in The Beacon and elsewhere as well as transforming outside areas (during Covid). |
| Description | Training researchers and trainee social workers in the Czech Republic: PEDAL |
| Geographic Reach | Europe |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | ATTUNE : Understanding mechanisms and mental health impacts of Adverse Childhood Experiences to co-design preventive arts and digital interventions. |
| Amount | £3,899,086 (GBP) |
| Funding ID | MR/W002183/1 |
| Organisation | Medical Research Council (MRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 09/2021 |
| End | 08/2025 |
| Description | Creating Research Ecologies to Advance Transdiciplinary lEarning (CREATE) on arts-based programs through the study of adolescent loneliness |
| Amount | £124,999,507 (GBP) |
| Funding ID | MR/X003116/1 |
| Organisation | Medical Research Council (MRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 11/2022 |
| End | 10/2025 |
| Description | Playing A/Part: Investigating the Experiences of Autistic Girls through Drama, Interactive Media and Participatory Arts, AHRC |
| Amount | £806,475 (GBP) |
| Funding ID | AH/S001158/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 11/2018 |
| End | 10/2021 |
| Description | Understanding the Cel: Vulnerability, Violence and In(ter)vention |
| Amount | £248,260 (GBP) |
| Funding ID | AH/W007398/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2023 |
| End | 01/2025 |
| Title | Autism Reimagined CPD training for professionals in education and health |
| Description | Programme of workshops for professionals in education and health for continuing professional development: Perceiving Differently (how to engage and interact with autistic learners); puppetry and play (creative pedagogy for neurodivergent young people) and sensory awareness (how to identify sensory preferences and work sensitively and safely with sensory differences). |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2019 |
| Provided To Others? | Yes |
| Impact | Teachers have described the workshops as transformational in developing their understanding of autistic experience learning styles, particularly the role of the senses. The workshops have been delivered in a range of settings, following their introduction at the Beacon in Kent. In November 2022 the workshops were part of training presented for a Czech team of teachers and researchers as part of the PEDAL project (Researching Transitions of Young People with Intellectual Learning Disabilities). Further funding has been secured for the workshop programme to be used on a project working with the police (collaboration with the Met and Police Scotland) for training in Understanding Neurodiversity |
| URL | https://imaginingautism.org/how-to-access-imagining-autism-resources/2075-2/ |
| Title | Imagining Autism On Line Resources and PopPupPod |
| Description | Our online resources were developed in conjunction with the PopPupPod creative box and are adapted from the original project's practical workshops using immersive sensory environments, imaginative interaction and creative media (e.g. puppetry) to engage with autistic children. They are suitable for both parents and teachers to work with autistic children. They are based on the practical and play-based approaches used in the original Imagining Autism project as well as the creative materials produced in the Follow-on project: Autism Re-Imagined. Although the project began with 7-12 year olds, the methods have also been used with autistic teenagers. The iA colour coded spaces of Outer Space, Forest, Underwater, Arctic and Under the City prompt Activity suggestions grouped under Puppetry, Play and Senses. There are suggestions for adapting the activities to suit the interests and capabilities of the young person working with them. With a little imagination, sensitivity to the iA techniques of following the child's cues, and some cheap easily accessible resources, any of these spaces can easily be adapted to a classroom or a bedroom. The young person is able to take imaginative journeys facilitated by a teacher, parent or carer in autistic friendly and rich sensory spaces which are co-produced together. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2019 |
| Provided To Others? | Yes |
| Impact | The resources are being used by schools and were used by parents for homeschooling during the Covid 19 Pandemic. They were also part of the recovery curriculum for Beacon School, Folkestone. |
| URL | https://imaginingautism.org/online-resources/ |
| Description | CPD (Continuing Professional Development Workshops) at The Beacon[special needs school], Folkestone |
| Organisation | The Beacon Folkestone |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | A series of CPD workshops delivered to a group of staff from The Beacon and other schools in the district, to train 'Imagining Autism Champions'. The training involved understanding autism better through our embodied and multi-sensory approaches well as giving the teaching staff specific skills in classroom puppetry, drama games and humour (clowning techniques). |
| Collaborator Contribution | Support from the school, particularly the Deputy Head (DH) teacher who led the project, to cascade Imagining Autism methods (creative approaches within the classroom, using eg puppetry) throughout the school. The DH also led a fund raising initiative (Big Lottery and Kent County Council) to bring the Imagining Autism 'pod' to the school as a week long residency, to complement the CPD training. The Beacon has put financial resources into additional CPD training (Feb 2019) as well as considerable help in kind (specifically, staff time). DH sat on a iA panel at the Quarterhouse's Festival of the Brain May 2018. |
| Impact | Further CPD training day at The Beacon delivered by PI and CoI Feb 2019 to fresh cohort of staff members Residency by Imagining Autism team using the 'pod' in Nov 2018 Hosted Imagining Autism Cafe in Nov 18 as part of Imagining Autism Week Evaluating a PopPupPod box in the classroom |
| Start Year | 2017 |
| Description | Midland Arts Centre and Open Theatre Company |
| Organisation | Midland Arts Centre (mac) |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Open Theatre partnership for Autistic Community Cafes with Richard Hayhow and Midlands Arts Centre (MAC), Birmingham |
| Collaborator Contribution | Expertise, staff, marketing, space and resources. |
| Impact | The Autistic Community Cafes are being developed in partnership with Midlands Arts Centre and Open Theatre Company and it is anticipated that they will be a regular occurrence. |
| Start Year | 2018 |
| Description | The Beacon School and associated local schools: Imagining Autism Champions |
| Organisation | The Beacon Folkestone |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Regular Zoom meetings and e mail correspondence with the iA team at The Beacon and associated Schools (Marsh Academy, Brookland C of E Primary and The Beacon Walmer, new satellite school) to offer advice, help and support in incorporating iA into the curriculum. |
| Collaborator Contribution | The Beacon built an outdoor iA space in summer 2020 when Covid prevented close contact in an immersive environment planned for inside the school. The iA team in the school secured £700 internally to create a permanent iA room inside the school (2021) once restrictions eased. This was established on the WALMER site and the pod was installed in 2021 with visits from the iA team to work with the teachers and autistic learners. During 2022, the teachers designed a series of environments using the iA method and this was featured in a film commissioned by KMTV on the impact of the project. Teachers on the Beacon Folkestone site, led by iA champion Allan Ince set up iA environments in classrooms as part of the Covid recovery curriculum. This was also featured in the film (to be screened in 2023). |
| Impact | See above re outdoor space for learning and sections on March Academy and Brookland Primary under Influence on Policy, Practice. A collaboration between Drama researchers and education professionals. FILM: Imagining Autism, documenting the impact of the project on the schools involved |
| Start Year | 2018 |
| Description | The Beacon School and associated local schools: Imagining Autism Champions |
| Organisation | The Beacon Folkestone |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Regular Zoom meetings and e mail correspondence with the iA team at The Beacon and associated Schools (Marsh Academy, Brookland C of E Primary and The Beacon Walmer, new satellite school) to offer advice, help and support in incorporating iA into the curriculum. |
| Collaborator Contribution | The Beacon built an outdoor iA space in summer 2020 when Covid prevented close contact in an immersive environment planned for inside the school; the iA team in the school has secured £700 internally to create a permanent iA room inside the school now (2021)restrictions are easing. |
| Impact | See above re outdoor space for learning and sections on March Academy and Brookland Primary under Influence on Policy, Practice. A collaboration between Drama researchers and education professionals. |
| Start Year | 2017 |
| Description | CPD Workshop - INSET day for teachers at Beacon School, Folkestone |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | Puppetry and Perceiving Differently Workshop, an INSET day for all staff, was held at Beacon School, Folkestone, and led by the research team. Evaluations reported an increased understanding in empathy and understanding of the autistic experience of pupils. |
| Year(s) Of Engagement Activity | 2019 |
| Description | CPD workshops |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | CPD training workshops took place at The Beacon Folkestone involving 15 teaching staff from the school and from other local schools to create 'Imagining Autism Champions' cascading the iA methods (play and puppetry) throughout the school.The workshops also involved iA embodied and multi-sensory approaches to understanding autism. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Conversations about arts, health humanities and interdisciplinary research |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Interview with Dr Dieter Declercq (Aesthetics) , and Professor Ian Sabroe (Clinician) to launch the medical humanities podcast series "Conversations about arts, humanities and health. Recorded on 30 April 2021 (duration: 1 hour 1 minute). Viewings are currently 119, alongside an audience of 50 for the live event. The data for the series indicates audiencesacross 35 countries. The majority are UK (52%) and US (27%). The podcast is part of a series of free online events where scholars, health professionals, and the public discuss how arts and humanities can inform healthcare. Hosted by the University of Kent and with the support of the Winston Churchill Memorial Trust, these conversations seek to develop meaningful dialogue and connection between humanities and medicine. Each podcast has a short follow up on the website. Imagining Autism, Autism Re-Imagined and Playing A/Part were discussed in the Podcast with follow up emails subsequently and an invitation to speak for a seminar at the Research and Pedagogy unit at Nanyang Academy of Fine Arts, Singapore. Reference was also made to the ATTUNE project consortium and the work done prior to securing the funding. There was also follow-up from education professionals interested in the resources and training (e.g. Matthew Velada-Billson, Headteacher, Edgebury Primary School, Bromley). The podcast is at: https://anchor.fm/convoartshealth/episodes/Episode-2---In-Conversation-with-Prof-Nicola-Shaughnessy-e1002ta April 2021 |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://research.kent.ac.uk/medicalhumanities/conversations-about-arts-humanities-and-health |
| Description | Imagining Autism Cafes |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | We ran Autistic Community Cafes at Folkestone Quarterhouse (as part of Festival of the brain May 18), Nottingham Lakeside, Birmingham MAC and The Beacon Folkestone, for local and community organisations, inspired by the popular 'Dementia Cafes' and the associated 'Imagination Café' that offer help and support to families and professionals dealing with dementia. The 'Autistic Community' is anyone autistic or in contact with autistic people, such as parents, relatives, neighbours and professionals. We offered a range of activities that foregrounded autistic advocacy and the voice of the autistic community, including puppetry and 'Perceiving Differently' workshops, panels of autistic self advocates, autistic friendly food plus information, and films. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Imagining Autism Online Resources |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Impact N/K, but the website was revamped in the context of the Covid lockdown in early 2020, and online resources were created to expand impact of the limited edition PopPupPod boxes (made as part of Autism Re-Imagined). The PopPupPod activities and resources were directly translated into online activities for parents and teachers: for example making your own immersive 'den' at home, or using puppets to support learning at home and school. This enabled iA to reach many more parents and teachers. Extracts from the video made for the DVD in the PopPupPod were used to support the suggested activities. |
| Year(s) Of Engagement Activity | 2020 |
| URL | http://imaginingautism.org |
| Description | Imagining Autism Residency The Beacon Folkestone |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | One week residency of the iA 'pod' took place at The Beacon to complement the CPD workshops that had taken place. Approx 65 pupils from The Beacon and 25 pupils from other schools took a 'Trip to Outer Space'. The School raise d money for this from the Big Lottery an d Kent County Council. |
| Year(s) Of Engagement Activity | 2018 |
| Description | PopPupPod: activity box |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | We developed in collaboration with Cardiff School of Art and Design a pilot PopPupPod 'playbox' suitable for both parents and teacher, in order, longer term, to see how iA methods can be made accessible more widely. . This box opens up to reveal an appealing bespoke hand puppet, 'Bo', with tips on how to use Bo effectively to communicate better with an autistic child. Bo can also be used situations that often cause stress (for example, eating, washing or getting dressed). The iA colour coded 'themes' of Outer Space, Forest, Underwater, Arctic and Under the City prompt activity suggestions grouped under Puppetry, Play and Senses. With a little imagination, sensitivity to the iA techniques of following the child's cues, and some cheap easily accessible resources (all clearly explained in the box) any of these environments can easily be adapted to a classroom or a bedroom. The child is enabled to take imaginative journeys alongside parent,carer or teacher in sensory rich and autistic friendly spaces, whose effectiveness was first demonstrated in our full-size pod. This box has been sent to volunteers to evaluate its effectiveness; awaiting reports.. |
| Year(s) Of Engagement Activity | 2018,2019 |
| Description | Workshop on consent for young people with PMLD |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Expert group meeting/workshop focussed on ethics and practices for seeking consent when working with people with profound and multiple learning disabilities. How we can ensure we are working in an ethically sound way; sharing practices, prior to developing tools. Co-ordinated by Frozen Light Theatre in connection with a new project, 'The Sensory Studio" (funded by Paul Hamlyn Foundation)a collaboration with adult artists with profound and multiple learning disabilities. Invitation only with contributions from specialists in arts, education, health, parents, carers/advocates. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.frozenlighttheatre.com |