Towards Inclusive Sensory Research Impact

Inclusive sensory methodologies are needed to improve understanding of homeless families with neurodiverse children living at the sharp end of England’s housing crisis. Academic research on family homelessness remains rare, and engagement with children’s experiences is even more so.

Working in collaboration with the Shared Health Foundation and the academic team, Dr Rosalie Warnock and Prof Katherine Brickell (both KCL Geography), we aspire to break new ground by developing experimental and innovative sensory methods for eliciting how everyday life in temporary accommodation is experienced by parents, neurodivergent children, and their sibling(s).

Part of this endeavour is pushing for more inclusive research design and dissemination in the social sciences. Through qualitative research with families in Greater Manchester and the design of a children’s mobile playhouse tent to communicate findings to diverse audiences across the country, the Leverhulme-supported team are proactively creating space for the knowledge of people with neurological differences – and those living with them – to be better represented and registered in academic research, public, and political debate nationally.

The study has high-risk ethics permission already granted.

The student’s focus of work will be on planning for inclusive sensory research impact from the study which examines neurodivergent children’s experiences of homelessness and temporary accommodation. The student will:
1) Conduct desk-based research on academic and third-sector studies which have successfully delivered inclusive, accessible, and high-impact knowledge exchange and engagement with young audiences and/or with neurodivergent audiences. What can be learned from these?
2) Research and explore different sensory technologies which could be used as part of the children’s mobile playhouse tent to communicate neurodivergent children’s experiences in a way that is engaging and accessible to a diverse audience.
3) Research potential locations for the children’s playhouse tent tour across England, including rationale for these, accessibility considerations, costs, and logistics, with a view to engaging the general public of all ages (including children and young people), plus national/regional/local policy makers.

1) The student will be part of planning meetings with our partner, the Shared Health Foundation, to decide how best to launch and take on tour the children’s playhouse tent. The student will see from the inside how partnerships between scholars and charities can work to mutual benefit.
2) The student will gain important and hands-on experience of how to plan for inclusive research dissemination and impact, which they can harness in their own work.
3) The student will have the opportunity to co-author one academic journal article and one non- academic output (i.e. a piece in The Conversation).

Interest in inequalities and commitment to social justice Thinking through the technical and logistical aspects of the child playhouse tent tour will require the student to be task-oriented, organised, and willing to liaise with diverse stakeholders Applications from students who identify as neurodivergent are encouraged

Via co-authoring one academic journal article and one non-academic output (i.e. a piece in The Conversation)

1. Please submit a CV and one-page covering letter setting out: why you want this role; how your experience is suitable for this role; whether you would prefer a full-time or part-time internship

2. If selected by the project supervisor

• LISS DTP students must then complete the LISS DTP Placement /Internship Application form. This ensures that there is approval of PhD supervisor, and the necessary information is obtained to extend funding (for DTP1 students) or confirm placement requirement fulfilled (for DTP2 students), and to fulfil ESRC reporting obligations. LISS DTP approval must be given before the RA internship can commence.
• Other ESRC-funded DTP students should follow the internship application processes from their home DTP.

Please note for LISS DTP students:

• Research Assistant Internships must not be undertaken with the student’s current supervisor and/or home department.
• DTP1 students (those whose funding commenced before Oct24): a maximum of 4 Research Assistant internships will be funded. These will be filled on a first-come, first-served basis. Once the 4 DTP1 places are filled, we will inform PIs that only DTP2 students are eligible for the Research Assistant internships. PLEASE NOTE THAT ALL DTP1 PLACES HAVE NOW BEEN FILLED.
• DTP2 students (those whose funding commenced from Oct24): are required to complete a 3-month placement, which is funded through their studentship. No limits to number that can be funded.
• Reports: at the conclusion of the internship, the student will be required to complete an internship report, which will include a question for the internship host to feedback on the internship.

Contact liss-dtp@kcl.ac.uk with any questions.