Helen Evans
Doctoral Researcher (Ed.D)
Contact details
Supervisors
Dr Andrea MacLeod and Professor Karen Guldberg
Research Topic
A participatory action research study with a ‘Students as Researchers’ (SaR) group, specifically formed to train and engage post-16 students (who are intellectually disabled and autistic) in the development of enjoyable, accessible and meaningful student voice practice and tools.
Research Summary
The current model of student voice practice popularly adopted by post-compulsory provisions for intellectually disabled and autistic students is that of student representation on student councils. Although there is more epistemic power in the collective voice, this model only really 'hears' the views of the most articulate and confident students and struggles to meaningfully engage the broader student body.
My participatory PhD investigates the 'Students as Researchers' (SaR) model of student voice within the context of a specialist college. The study will follow the recruitment, training and research activities of a specifically-formed SaR group within a residential provision for intellectually disabled and autistic young people (16-25 year-olds) in the UK. Over five academic terms, the group will receive accessible training in research skills before following the cycles of action research.
With support, they will design, trial and refine accessible research tools to gain answers to their own research question/s within a student voice context. In later phases of the action research, the group may choose to share their developed tool/s with student voice groups from other UK provisions - asking them to trial the tools in their own setting, and then adding these evaluations to the development process.
The study's primary research question asks:
What is the value of Students as Researchers (SaR) groups, perceived and experienced by participating intellectually disabled and autistic students, staff and leaders?
It is a study of two parts, and the part which is informed by the SaR group's action research asks:
How can the enjoyability, accessibility and suitability of research tools be evaluated and maximized through participatory action research conducted by a SaR group?
Biography
My background is mainly in post-compulsory education, specifically involving students who are intellectually disabled and autistic - a journey which began over 20 years ago now.
My teaching style has always been facilitative and supportive of students' autonomy in learning, and I have found student-led projects to be a successful way of achieving this. So, it makes sense that I am drawn to participatory research methods.
I currently work as a part-time Autism Advisor at a specialist college for 16-25 year olds who are intellectually disabled and autistic, and am the provision's Lead Trainer with Autism Education Trust (Post-16).
Qualifications
- MA in Social Research with Distinction (University of Birmingham)
- MEd in Special Education (Autism-adults) with Distinction (University of Birmingham)
- BA(Hons) in Literature (1:1) (Open University)
Research Interests
- Inclusive research
- Student Voice
- Disability rights and accessibility
- Pedagogy
- Creative Research Methods
Teaching responsibilities
- Regular panel member within the Masters in Inclusion (Autism – adults) programme.
Publications
Evans, H. (2021) ‘Quiet voices: using creative research methods to increase participation and the voice of learners often overlooked’, Good Autism Practice, 22(1), pp.13-23.