Abstract/Summary

In this paper we critically examine the systemic marginalisation of autistic children’s contributions in research and make the case for how a multimodal application of Interpretative Phenomenological Analysis (IPA) can contribute towards more inclusive and equitable knowledge production. Drawing on an empirical study into the subjective everyday experiences of ten autistic children aged nine to eleven years in mainstream primary schools in England, our research foregrounds the need for methodological innovation to accommodate diverse communicative modalities, particularly among intermittently- and non-speaking participants. By integrating creative adaptations - including photo-elicitation, asynchronous text-based interviewing, and participant-led multimodal engagement – we provide worked examples of how IPA’s flexibility can facilitate more authentic, participant-driven meaning-making processes while maintaining methodological rigour. In doing so, we explore how multimodal IPA can provide a framework for challenging historically dominant neuronormative research practices which can contribute to epistemic injustice. The paper concludes by exploring the broader ethical and practical implications of our study, arguing for the adoption of approaches to research and professional practice that anticipate and accommodate the range of authentic autistic expression in a shift toward greater inclusivity and epistemic equity.