Meet Clare Kermond, a PhD candidate at the Olga Tennison Autism Research Centre, who is set to graduate later this year.
Clare came to autism research from a background as a journalist, reporting and editing articles that addressed discrimination and the challenges of students with disability in school settings. She also has a number of close personal connections with Autism.
So many families are fighting the same battles to get the supports that they need and there is a huge lack of consistency and evidenced-based practices across schools to best work with Autistic students, says Clare.
Clare’s research aims to uncover the gaps in our knowledge of the experiences of Autistic adolescents in secondary education, and what helps or hinders them from achieving success at school.
Clare’s PhD project uses a participatory research model, actively involving Autistic students. Too often, the perspective of Autistic students is missing from research as it tends to ask about their experiences by talking to non-Autistic adults such as parents and teachers.
We know that Autistic secondary students in mainstream settings have an overwhelmingly poor experience of school, both socially and academically. Autistic students are at a far higher risk of social isolation, anxiety and depression, Clare says.
I am very committed to research that is translated into practical change and to making a difference for the Autistic community.
My thesis includes guidelines for schools to be Autism-informed places of learning. I would love to see these implemented in schools to give them the evidence-based strategies and information that they need to support their Autistic students to truly thrive, Clare says.
Clare’s experience as a senior reporter and editor at The Age and other publications, covering topics such as disability, workplace issues, and education, has given her a strong foundation and deep insight into her research area.
I’m really inspired by Autistic young people and their families and carers who battle so hard to get the understanding and support that they need, she says.
Educators typically try hard, but they often lack the knowledge and resources to best meet the needs of Autistic students.
Clare is supervised by our Director Professor Alison Lane and by Dr Anne Southall, a Senior Lecturer Inclusive Education at La Trobe University. She is now also working at La Trobe University as a Research Fellow in the School of Psychology and Public Health. We wish Clare all the best while she awaits the results of the examiners’ report on her PhD.
