Jill is a researcher with a keen interest in the everyday experiences of disabled children and their families. She comes from a background of educational research and critical disability studies.
My research involves work with disabled children and their families. I work in family homes, schools, playgrounds and allotments to name a few, gathering and reflecting on stories of what everyday life looks like, and feels like, for children with a label of autism in the UK today. I work with methods of embodiment, sensory ethnography and narratives to develop stories with families about their everyday experiences. My work sits within social justice, the social, cultural and political constructions of autism, and the development of more diverse ways we can move towards honouring difference in all aspects of life. Although situated within education, much of my work is transdisciplinary drawing heavily on sociology and critical disability studies.
I am a member of the SHU Disability Research Forum and the Equality and Social Justice Research Group.
Course Leader MA Autism Spectrum
Leading, teaching and tutoring on MA Autism Spectrum
Module leading, teaching and tutoring on undergraduate elective modules in autism and challenging behaviour as part of BA Childhood Studies and BA Early Childhood Studies
Tutoring for Postgraduate Certificate in Autism and Asperger's Syndrome
Teaching on BA Education Studies & BA Education, Psychology and Counselling
Disability, social justice, autism, education
Department of Education, Childhood and Inclusion
Social Sciences and Humanities
MA Autism Spectrum
BA Education Studies
Psychology and Counselling
BA Childhood Studies/Early Childhood Studies
Principle Investigator: 'What does it mean to be disabled and growing older?' funded by Partners for Inclusion.
You can find out more about this project here: https://www.shu.ac.uk/about-us/academic-departments/institute-of-education/research/projects/what-does-it-mean-to-be-disabled-and-growing-older
Co-Investigator on funded AHRC Connected Communities project 'Arts, Architecture, Activism & Access: Taking Around the Toilet to New Spaces'
You can find out more about this project and the 'Around the Toilet' programme's history here: www.aroundthetoilet.wordpress.com
What does it mean to be disabled and growing older?
Smith, J. (2017). Thinking and doing advocacy and consent in disabled children's childhood studies research. In Runswick-Cole, K., Curran, T., & Liddiard, K. (Eds.) The Palgrave handbook of disabled children’s childhood studies Palgrave: . http://www.palgrave.com/gb/book/9781137544452#aboutAuthors
Pluquailec, J. (2018). What does it mean to be disabled and growing older?: project report 2018. Sheffield Institute of Education, Sheffield Hallam University. https://partnersforinclusionproject.wordpress.com/
Invited: ESRC Seminar Series: Shaping Autism Research, Edinburgh, June 2015, ‘Autism and Play: a challenge to challenging behaviour’
Invited: Exploring Play, University of Sheffield, October 2014,‘Play and Disability: what disability can offer our understanding of play’
Critical Autism Studies Conference, London Southbank University
'Challenging 'challenging behaviour' and how it sticks to autistic children's bodies in school spaces'
International Conference on Critical Education, Middlesex University, August 2016, 'Inhabiting Risky Spaces of the Dis/Child: The Un/Desirability of the Disabled Schoolchild' Abstract available: http://icce-2016.weebly.com/uploads/6/0/8/7/60878453/icce_2016_conference_book_book_of_abstracts.pdf
Children and Childhoods International Conference 2015, University Campus Suffolk, July 2015, ‘Imagining otherwise for/of autism, childhood, and dis/ability'
Discourse, Power, Resistance 2015, Goldsmiths, London, April 2015, ‘Bad habits’? How disabled children’s bodies challenge inclusive practitioners' Abstract available: https://dprconf.wordpress.com/accepted-abstracts-and-symposia/
Invited: Exploring Play, University of Sheffield, October 2014, ‘Play and Disability: what disability can offer our understanding of play’