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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · 24d

What a Lovely two days at the DARCI (Disability, Accessibility and Representation in the Creative Industries) conference last week! It was great to hear about all the access work being undertaken in creative / culture / heritage spaces, and to present my PhD findings in full for the first time!

Person with short hair wearing a black top, blue jeans, white trainers and yellow lanyard stood talking into a microphone in front of a PowerPoint which reads:

Museum staff also:
• Are frustrated by institutional pushback
• Face budget and staff cuts / rollovers
• Often do more roles than they should be
• Think of audiences as able-bodied vs non-a bodied
• Lack feedback collection + evaluation methods
• Are disabled themselves
• Are understudied

Person is a burgundy dress and shoes with striped black and white socks and a yellow lanyard stood talking into a microphone in front of a PowerPoint which reads:

The Integrated Model of Dis/ability

Embracing the unique ways of being situated in society

Recognising that environments are discriminatory and ableist

Acknowledging intersecting discriminations beyond dis/ability

Caring with rather than 'for' individuals by fostering autonomy and participation

Rejecting 'fixer' and 'fixee' narratives, which limit collaboration and agency

Understanding that no single solution suits all, embracing the complexity of dis/ ability

Person with short brown hear wearing a white top and grey trousers talking into a microphone in front of a PowerPoint which reads:

Towards an Aesthetics of Care in Disability-Led Telepresent Theatre

Two honeycomb-shaped diagrams are on screen, illustrating this theory

A person with brown hair wearing black shoes, a black and white patterned skirt, a black top, a blue coat and a yellow lanyard stands smiling in front of a poster illustrating a creative arts-based pedagogy manifesto.

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Aug 6

However, perceptions of teachers were grounded in ableism (albeit subconscious) and did not consider the complexities of safe spaces for autistic students in mainstream secondary schools.

Educational infrastructure was seen to be the greatest barrier to CABP implementation.

Read all about it!

Abstract
Explorations of teachers' perceptions of using creative arts-based pedagogy (CABP) to teach autistic students in mainstream secondary schools are limited. As teachers are key stakeholders with direct experience of what does and does not work in educational contexts, their perspectives have value. This article reports on a qualitative questionnaire study exploring teachers' perceptions of CABP with autistic students in mainstream secondary schools; 58 open-text questionnaire responses were included in an inductive content analysis.
Teachers perceived CABP to offer a 'safe space' to autistic students in mainstream secondary
schools in England. They perceived both risks and benefits, but mainly benefits to autistic students' personal development when using CABP. However, these perceptions appear to be somewhat grounded in ableism, and do not necessarily consider the complexities of providing a wholly safe space for autistic students in school. Teachers also identified a number of
teacher-associated, student-associated and teaching- and learning-associated barriers and
facilitators to implementing CABP in a mainstream secondary school context with autistic
students. The majority of barriers were infrastructural, including time, funding, resources, support, evidence & experience.

Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Aug 6

📣 Preprint! 📣

We explore secondary school teachers’ thoughts on teaching autistic students using creative arts-based pedagogy (CABP). Teachers felt CABP was safe, memorable, engaging, inclusive, accessible and fun, AND overstimulating, dysregulating, unpredictable and socially challenging.

OSF

osf.io

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Aug 4

We found that, superficially, CAEPs have been successful in this context. HOWEVER, due to deficit framings of autism, lacking autistic voices, a positivity bias and ill-alignment with existing QA tools, more (and higher quality) research is needed before we can be confident that this is true.

Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Aug 4

📣 New preprint! 📣

This mixed-method systematic review applies a neurodiversity paradigm to frame/consolidate evidence on the nature of, perceptions of, and outcomes of creative arts-based educational practices (CAEPs) when used with autistic mainstream secondary school students

osf.io/3zrm6_v1/

Abstract
Literature exploring how successfully creative arts-based educational practices (CAEPs) are
used with autistic students depicts a positive picture. However, findings are disjointed and
appear to have been framed by an ableist corrective ideology. This mixed-methods systematic
review applies a neurodiversity affirmative paradigm to frame evidence on the nature of
CAEPs, stakeholders' perceptions of CAEPs, and CAEP outcomes, when CAEPs are used
with autistic students in secondary schools. In total, 15 qualitative, 6 quantitative and 3 mixed
methods reports were identified and included in the convergent integrated qualitative
synthesis, resulting in four integrated findings: (L) perceptions of autism, (2) the nature of
CAEPs, (3) CAEP outcomes, and (4) barriers and facilitators. These findings will be
contextualised in a discussion of the conflicts that arose during the quality appraisal process,
the potential biases and the paradigmatic framing of the included reports, and the numerous
gaps in research that remain.
Key words: creative art, autism, mixed methods systematic review, secondary education

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Reposted by Kayleigh Doyle (she/her)

Charlotte Brooks @thegoo.se · Jul 16

Are you a neurodivergent person over 16?
Share your views to help improve support for neurodivergent young people in schools. Our survey supports the work of the Neurodivergence Task and Finish Group, and may influence recommendations to Government. Take part here: https://thegoo.se/survey

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Jul 15

The busiest first week back from leave! (glasto pics added for good measure) - 2/2

The rest of the week was spent at the QMiP Conference, where Kathryn, Laura and I presented. So much creativity (in topic and methodology) in all the talks I attended which left me feeling very excited (and tired)!!

Three female individuals stood in front of a screen which reads “thank you for listening. Questions?” They smile towards the camera.

Three female individuals sat on a non-moving carousel smiling at a camera. The lit-up sign reads “Avalon carousel” in blue and white. It is colourful and the ground platform reads “no war”. The O is a heart.

Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Jul 15

The busiest first week back from leave! (glasto pics added for good measure) - 1/2

The week started with a PGR conference which I had the pleasure of chairing. It was inspiring to hear all about what fellow PGRs are working on. The day was bookended by two fascinating keynotes. Plus pizza, win-win!

A female individual stands at the front of a lecture hall with a screen behind her. She is reading health and safety notices from a piece of papers and audience members are listening

A two female individuals stand at the front of a lecture theatre in front of a screen which reads “including the voices of learning disabled children and young people in research”. Audience members look towards the speakers.

A group of post graduate researchers and lecturers from the university of York’s department of education stand in two rows, smiling at the camera

Four female individuals stand facing Glastonbury festival from the top of a hill. They all look back towards the camera, smiling

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Jun 5

Join us for an exciting day of PGR speakers from @uoyeducation.bsky.social as well as two keynote speakers who will discuss creative and innovative approaches in education and research in education!

We can’t wait to see people there!

More information here:

sites.google.com/york.ac.uk/e...

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · May 19

🔔 Calling all @uoyeducation.bsky.social MA/MSc/EdD/PhD researchers 🔔

Submit an abstract and join us for a great day of sharing, learning and networking!

Bit.ly/educationconference2025 for more information

Details to follow for researchers from any institution who wish to attend but not present.

EdUcationResearch for Now
University of York Postgraduate Research Conference 2025

7TH JULY 2025 10.00-16.00
BERRICK SAUL BUILDING, CAMPUS WEST, UNIVERSITY OF YORK

Calling all Education Department PGRS:
experienced and first-time presenters. Submissions welcome for short presentations, interactive activies and posters relevant to the key themes:

RE-THINKING EDUCATION RESEARCH
CREATIVITY INEDUCATION

For more details:
bit.ly/educationconference2025

To submit an abstract:
bit.ly/submitabstract2025

Email us at edupostgradconferenceenquiry@gmail.com

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Apr 29

Excited to share the findings from two of my PhD studies next month!

Re:Spect Lab KCL @respectlabkcl.bsky.social · Apr 29

🚨May Talk Announcement!🚨
Join us on May 28th at 2PM to hear Kayleigh Doyle (@kayleighdoyle.bsky.social) discuss her PhD work looking at using the creative arts to teach autistic students.
Tickets are available at eventbrite.co.uk/e/arch-semin...
We hope to see you there!

This is a poster advertising the Autism Research Seminar Series, or ARCH. This talk is called "Creative arts-based pegagogy (CABP) with autistic students: co-producing a manifesto", and is delivered by Kayleigh Doyle, a PhD student at the University of York. The talk will take place on May 28th at 2pm on Zoom. The talk abstract reads: "In this research, I explore how autistic young people and teachers feel about using the creative arts to teach autistic students in mainstream schools, and what they perceive to be barriers and facilitators. In this talk, I will briefly touch upon the findings from two systematic reviews, before discussing the findings from two empirical studies, a teacher questionnaire and student interviews. I will finish by outlining the planned next steps, a co-production workshop with the aim to develop a co-produced "creative arts-based pedagogy manifesto"."

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Reposted by Kayleigh Doyle (she/her)

Department of Education @uoyeducation.bsky.social · Mar 12

We are now advertising one departmental PhD scholarship for home PGRs (only), October 2025 entry. The deadline for applying (not interview) is 22nd April.

Details can be found here www.york.ac.uk/education/po...

Scholarships / Funding - Education, University of York

Scholarships for postgraduate study in the Department of Education

www.york.ac.uk

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Mar 7

So exciting to read neurodiversity affirmative research exploring autism and the arts! Shockingly it’s a rarety in the field so this is refreshing to say the least 👏🏼👏🏼

Laura Crane @lauramaycrane.bsky.social · Mar 6

Delighted to share this new article, led by Elise Robinson, examining whether the dramatic principles of play, openness and togetherness could foster the socio-emotional wellbeing of a group of Autistic young people in a special school. #AutRes nasenjournals.onlinelibrary.wiley.com/doi/full/10....

Examining the impact of drama‐based sessions on the social emotional well‐being of Autistic pupils in a special school: A multi‐informant qualitative study

Drama is a subject through which pupils can explore and develop their social learning. Previous research into drama-based pedagogy has predominantly centred on outcomes that benchmark Autistic social....

nasenjournals.onlinelibrary.wiley.com

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Reposted by Kayleigh Doyle (she/her)

Bev Enion @bevenion.bsky.social · Mar 3

Hey Bluesky - I'm recruiting for my PhD research looking at how disability and intimacy is represented on Instagram. I am looking to speak to women with physical impairments to invite them to join the first stage of my research, a steering group. Please share far and wide!

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Reposted by Kayleigh Doyle (she/her)

wrdisability.bsky.social @wrdisability.bsky.social · Feb 28

Have a look at what our network has to offer through this Blog post. We will be announcing our next event, taking place in June, very soon so watch this space!

www.sheffield.ac.uk/ihuman/our-w...

White Rose Disability Network

www.sheffield.ac.uk

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Jan 31

A lovely UG3 at @uoyeducation.bsky.social is exploring how music can be used to support the well-being of autistic CYP.

If you are a parents/carer of an autistic child (age 4-16) please follow this link to the questionnaire: york.qualtrics.com/jfe/form/SV_...

Please share with networks if you can!

Participants needed!

Are you a parent/carer of an autistic child aged between 4-16 years?

Do they spend time listening to or making music?

Would you be willing to spend 15 minutes answering an anonymous online questionnaire about autistic children and wellbeing?

As part of my dissertation, I am interested in speaking to parents/carers of autistic children about their perspectives of how music can support the wellbeing of their children.

If you are willing to participate please scan this QR code or follow the link below:

https://york.qualtrics.com/jfe/
form/SV_2cyFmPpFa86rSBw

For more information please contact the researcher by
emailing: sm3025@york.ac.uk

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Jan 15

Fab day at the White Rose DTP Advanced Methods Showcase at the University of Sheffield topped off with some yummy food with @sarah-wild.bsky.social !!

10/10 day overall

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Kayleigh Doyle (she/her) @kayleighdoyle.bsky.social · Dec 10

Follow us to keep up to date!

Ruby Goodley @rubygoodley.bsky.social · Dec 10

@wrdisability.bsky.social Follow this disability networks - run by Northern PGRs in the UK for Northern Disability Studies students! 💛

Reposted by Kayleigh Doyle (she/her)

Seb Shaw (he/him) 🏳️‍🌈 @autisticdoc.bsky.social · Nov 20

🗞️🗞️NEW PAPER🗞️🗞️

"medical education will fundamentally fail in its mission to support neurodivergent learners unless we undergo a significant transformation"

Read free: asmepublications.onlinelibrary.wiley.com/doi/full/10....

#MedEd

@autisticdoctor.bsky.social @asmeofficial.bsky.social

A screenshot of the first page of the article, showing the title ("when I say ... neurodiversity paradigm"), the author information, and the start of the main text.

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