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This article examines the methodological approaches used in a research project that investigated the lived experiences of young people with autism as they made the transition from special schools to mainstream colleges of Further Education. A combination of visual methods using iPad applications and walking interviews were explored in an attempt to develop ways of engaging young people with autism in research and to privilege their voice in their own transition. The strengths and challenges ofdoi:10.31273/eirj.v2i2.114 fatcat:qieukkuysbgxfm4jl4tbktixj4