Non-binary experiences of autism: Social camouflaging and stakeholder views on inclusive environments in secondary schools

自闭症的非二元经历：社会伪装和利益相关者对中学包容性环境的看法

• 批准号: 2565210
• 金额: --
• 依托单位: University of Birmingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2565210
• 关键词: Non; binary; experiences; autism; Social

Autism is a neurodevelopmental condition that impacts how individuals communicate and interact with others. Social camouflaging describes behaviours autistic people may develop to mask or compensate for underlying difficulties (e.g. forcing eye contact or speaking to a script). Research has yet to explore how social camouflaging may impact gender identity and the experiences of non-binary autistic (NBA) individuals. Non-binary genders represent a large proportion of autistic populations (16.4% compared with 2.2% in typically-developing populations; Cooper, Smith and Russell, 2018). NBA individuals suffer disproportionately from mental health difficulties and suicide (Warrier et al., 2020), highlighting the importance of research in this area. The social model for disability (Oliver, 1990) proposes that disabling environments contribute to difficulties individuals face. Though there has been a focus on inclusive environments, research has yet to explore the perspectives of stakeholders engineering inclusive environments for NBA individuals.The proposed research will take a participatory approach with interpretive and qualitative elements. The following research questions will be addressed:1) What are the social camouflaging experiences of NBA individuals and how do they relate to their gender?2) How may social camouflaging interact with experiences of gender identity and autism identity amongst these individuals?3) What do NBA individuals and educators believe are the barriers and facilitators for creating inclusive and accommodating environments in secondary schools for NBA individuals?4) What do these stakeholders recommend as ways forward in making secondary schools more inclusive and accommodating for NBA individuals?MethodsFollowing guidelines by Strang et al. (2019), a participatory approach will be employed. Following a review exploring social camouflaging and non-binary genders in the literature, research questions will be examined across two phases (see Appendix for timeline). The first phase will address questions 1 and 2. Participants will be 20-30 NBA individuals recruited from social media groups for LGBT and/or autistic people. Initially, self-advocates will be recruited as collaborators, who will discuss research design, accessibility and later data interpretation with the researcher. Interviews will provide opportunities for individuals to describe their experiences of autism, gender and social camouflaging. Data will then be analysed thematically (Braun and Clarke, 2006) and participants and collaborators will be asked for feedback on interpretations. This phase will, therefore, provide a clearer picture on how autism, gender identity and social camouflaging intersect. The second phase will address the latter research questions. Twenty UK stakeholders in the following categories will be invited from those who participated in phase one, social media groups and direct contact with secondary schools: (a) 10 NBA individuals who are recent school-leavers - aged 18-19, (b) 10 experienced secondary school special needs or inclusion co-ordinators. Participants will complete questionnaires addressing barriers and facilitators to social inclusion; experiences of inclusion/exclusion; knowledge and attitudes of working with non-binary individuals and autistic people; and ways forward for social inclusion. Data will be analysed thematically (Braun and Clarke, 2006) and reviewed by collaborators from phase one. This phase will, therefore, begin to represent the needs and desires of NBA populations, identifying approaches to deliver inclusive and gender-affirming education practices in secondary schools.To summarise, the proposed research aims to elucidate the relationship between social camouflaging, gender identity and autism identity for NBA individuals. It will then explore how social inclusion for this population can be improved, which may influence mental well-being and quality of life.

自闭症是一种神经发育状况，影响个人如何与他人沟通和互动。社交障碍描述了自闭症患者可能会发展的行为，以掩盖或补偿潜在的困难（例如强迫眼神接触或按剧本说话）。研究还没有探索社会交往如何影响性别认同和非二元自闭症（NBA）个体的经历。非二元性别在自闭症人群中占很大比例（16.4%，而典型发育人群为2.2%;库珀、史密斯和拉塞尔，2018年）。NBA个体不成比例地遭受心理健康困难和自杀（Bacher等人，2020年），强调了这一领域研究的重要性。残疾的社会模式（奥利弗，1990年）提出，残疾的环境有助于个人面临的困难。虽然有一个重点是包容性的环境，研究还没有探索的利益相关者的角度工程包容性的环境为NBA individuals.The拟议的研究将采取参与性的方法与解释和定性元素。本研究将探讨以下问题：（1）NBA球员的社交经验是什么？这些经验与他们的性别有何关系？2)在这些个体中，社会认知如何与性别认同和自闭症认同的经历相互作用？3)NBA个人和教育工作者认为，在为NBA个人创造包容和包容的中学环境方面，有哪些障碍和促进因素？4)这些利益相关者建议如何使中学对NBA个人更具包容性和包容性？方法遵循斯特朗等人（2019）的指南，将采用参与式方法。在对文献中的社会性别和非二元性别进行回顾之后，将分两个阶段对研究问题进行审查（时间轴见附录）。第一阶段将处理问题1和2。参与者将是从LGBT和/或自闭症人群的社交媒体团体中招募的20-30名NBA个人。最初，自我倡导者将被招募为合作者，他们将与研究人员讨论研究设计，可访问性和随后的数据解释。访谈将为个人提供机会，描述他们的自闭症，性别和社会交往的经验。然后将按主题分析数据（Braun和Clarke，2006年），并请参与者和合作者就解释提供反馈。因此，这一阶段将更清楚地了解自闭症、性别认同和社会认同是如何相互交织的。第二阶段将解决后一个研究问题。将从参加第一阶段、社交媒体团体和与中学直接接触的人员中邀请以下类别的20名英国利益攸关方：（a）10名NBA个人，他们是最近离校的18-19岁的人，（B）10名经验丰富的中学特殊需要或包容协调员。参与者将完成问卷调查，解决社会包容的障碍和促进因素;包容/排斥的经验;与非二元个体和自闭症患者合作的知识和态度;以及社会包容的前进道路。数据将按主题进行分析（Braun和Clarke，2006年），并由第一阶段的合作者进行审查。因此，这一阶段将开始代表NBA人群的需求和愿望，确定在中学提供包容性和性别肯定的教育实践的方法。总之，拟议的研究旨在阐明NBA个人的社会认同，性别认同和自闭症认同之间的关系。然后，它将探讨如何改善这一人群的社会包容性，这可能会影响心理健康和生活质量。