The voices of autistic young people are frequently excluded from transition planning and decision-making, especially when they have more complex needs and may not use speech to communicate. The aim of this research, based at a residential special school in England, was to extend and evaluate the use of the ‘I am’ Digital Stories methodology. ‘I am’ Digital Stories are short (c.3–5 min) videos that use a strengths-based framework to support the sharing of voice, experiences, and preferences in visual form. ‘I am’ Digital Stories is an accessible and inclusive methodology that enables young people to present their ‘best selves’ to people in new settings who are meeting them for the first time. Digital Stories were co-created with and/or for three young adults aged 18–19, their families and the school, and shared with stakeholders as part of the transition to post-school contexts. Reflexive thematic analysis of data from 17 semi-structured interviews with stakeholders resulted in five themes: benefits of Digital Stories, humanising approach; ownerships and agency, ethical considerations and direct impact on practice. Stakeholders highlighted how powerful the ‘I am’ Digital Stories were for gaining a fuller, more humanising understanding of the young person that was unavailable or impossible via other sources.

中文翻译：

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使用“我是”数字故事帮助自闭症年轻人在向成年过渡的过程中发出自己的声音

自闭症年轻人的声音经常被排除在过渡计划和决策之外，特别是当他们有更复杂的需求并且可能不使用言语进行交流时。这项在英格兰一所寄宿特殊学校进行的研究的目的是扩展和评估“我是”数字故事方法的使用。“我是”数字故事是短视频（约 3-5 分钟），使用基于优势的框架来支持以视觉形式分享声音、经验和偏好。“我是”数字故事是一种易于理解且具有包容性的方法，使年轻人能够在新环境中向第一次见到他们的人展示“最好的自己”。数字故事是与三名 18-19 岁的年轻人、他们的家人和学校共同创建的，并与利益相关者分享，作为向毕业后环境过渡的一部分。对 17 次与利益相关者进行半结构化访谈的数据进行反思性主题分析，得出五个主题：数字故事的好处、人性化方法；所有权和代理权、道德考虑以及对实践的直接影响。利益相关者强调了“我是”数字故事对于获得对年轻人更全面、更人性化的理解的强大作用，而这是通过其他来源无法获得或不可能的。