Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives
Despite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff...
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Liverpool John Moores University
2025-06-01
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| Series: | PRISM |
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| Online Access: | https://openjournals.ljmu.ac.uk/prism/article/view/2719 |
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| author | Chloe Johnson |
| author_facet | Chloe Johnson |
| author_sort | Chloe Johnson |
| collection | DOAJ |
| description | Despite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff (teachers and paraprofessionals) in a secondary setting to elicit their voice and further understand the benefits and challenges of using LBT with adolescents. Informed by the capability approach (Nussbaum, 2011), participants indicated that Lego® -based Therapy (LBT) is a beneficial approach for autistic CYP and those with SEMH needs, yet is constrained by outcomes-driven education policy, mandatory testing regimes, and budgetary constraints. Furthermore, results suggest that LBT can be a valuable approach for schools to implement as part of inclusive practice, it can facilitate sociality and a more connective environment for a range of CYP. However, caution should be exercised when interpreting these results, as the study was limited by its small sample size, and systematised review.
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| format | Article |
| id | doaj-art-c26bfbd499d64d1a8a63e9f68931bf84 |
| institution | Kabale University |
| issn | 2514-5347 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Liverpool John Moores University |
| record_format | Article |
| series | PRISM |
| spelling | doaj-art-c26bfbd499d64d1a8a63e9f68931bf842025-08-20T03:49:54ZengLiverpool John Moores UniversityPRISM2514-53472025-06-0110.24377/prism.article2719Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives Chloe Johnson0https://orcid.org/0009-0001-4836-276XNottingham Trent UniversityDespite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff (teachers and paraprofessionals) in a secondary setting to elicit their voice and further understand the benefits and challenges of using LBT with adolescents. Informed by the capability approach (Nussbaum, 2011), participants indicated that Lego® -based Therapy (LBT) is a beneficial approach for autistic CYP and those with SEMH needs, yet is constrained by outcomes-driven education policy, mandatory testing regimes, and budgetary constraints. Furthermore, results suggest that LBT can be a valuable approach for schools to implement as part of inclusive practice, it can facilitate sociality and a more connective environment for a range of CYP. However, caution should be exercised when interpreting these results, as the study was limited by its small sample size, and systematised review. https://openjournals.ljmu.ac.uk/prism/article/view/2719Capability ApproachWellbeingNeurodiversityLego-based TherapyNussbaum |
| spellingShingle | Chloe Johnson Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives PRISM Capability Approach Wellbeing Neurodiversity Lego-based Therapy Nussbaum |
| title | Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives |
| title_full | Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives |
| title_fullStr | Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives |
| title_full_unstemmed | Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives |
| title_short | Lego®-based therapy in a Secondary School context: Exploring Practitioner Perspectives |
| title_sort | lego r based therapy in a secondary school context exploring practitioner perspectives |
| topic | Capability Approach Wellbeing Neurodiversity Lego-based Therapy Nussbaum |
| url | https://openjournals.ljmu.ac.uk/prism/article/view/2719 |
| work_keys_str_mv | AT chloejohnson legobasedtherapyinasecondaryschoolcontextexploringpractitionerperspectives |