Being understood
Neurodivergent care leavers’ perspectives on their own communication skills
Datos Bibliográficos
| ID | 22414641 |
|---|---|
| Autores | Sarah Spencer (0000-0002-0487-056X, University of Sheffield, autor de correspondencia), Vicki Roberts (University of Sheffield), Vicki J Roberts (University of Sheffield), Kerstin Schroeter (0000-0003-4907-9664, University of Sheffield, UK; University of Canterbury, New Zealand), Judy Clegg (0000-0001-7366-0243, University of Sheffield) |
| Año | 2026 |
| Fecha de publicación | 2026-02-06 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Child Language Teaching and Therapy (JOURNAL) |
| Identificadores de la revista | ISSN: 0265-6590 • E-ISSN: 1477-0865 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02656590251411749 |
| OpenAlex | W7128162186 |
| Idioma | EN |
| Referencias citadas | 39 |
Background Emerging research has suggested that a significant proportion of children and young people in looked after care present with communication needs including Developmental Language Disorder (DLD) and other forms of neurodivergence. It is not known how these young people perceive and experience their communication skills and needs. Aims The aim of this study was to understand how neurodivergent young people with communication support needs who are leaving care perceive their own communication, and how their communication fits within their lived experiences. Method Twenty-three neurodivergent young people aged between 17 and 24 years leaving care engaged in semi-structured interviews about their communication skills and life experiences. Adaptations to the interviews were made to facilitate accessibility. The interview data were transcribed and analysed using Reflexive Thematic Analysis. Results A central concept in the interviews was being understood. Analysis resulted in four main themes: (1) mutual understanding as a pre-requisite for connection with others; (2) the risk of being misunderstood and misjudged; (3) misunderstandings of neurodivergence and the consequences for support; and (4) Understanding their own differences and disability as a route to potential self-advocacy. Conclusions Neurodivergent young people leaving care were able to discuss and advocate for their communication experiences. The themes identified related to their broader experiences of communication and the value of trusted communication with others. Communication is highly important to these very vulnerable young people. Speech and Language Therapy services and other professionals need to provide more timely and targeted support for young people within the care system to ensure their communication needs are identified and supported and to enable further self-advocacy.
Communication skills · Focus group · Qualitative research · Reflexivity · Semi-structured interview · Thematic analysis · Child Welfare and Adoption · Infant Development and Preterm Care · Language Development and Disorders
Neurodiversity at work
The impact of nonverbal ability on prevalence and clinical presentation of language disorder
Adult Health and Social Outcomes of Children Who Have Been in Public Care
Catalise
The Neurodiversity Approach(es)
Developing the craft
Developmental Language Disorder (DLD) in Young People Leaving Care in England
I got into a very dark place”
Accelerated adulthood, extended adolescence and the care cliff
From “What the Hell Is Going on?” to the “Mushy Middle Ground” to “Getting Used to a New Normal”
Disposable lives
Care leavers in early adulthood
Transitional patterns when leaving care – Care leavers’ agency in a longitudinal perspective
Care and education
Voice’ is not enough
Using thematic analysis in psychology
Including People Who Use Augmentative and Alternative Communication in Qualitative Research
| Altamente citado | No |
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