Citations (45)
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Melanie Cunningham. (2022) ‘This school is 100% not autistic friendly!’ Listening to the voices of primary-aged autistic children to understand what an autistic friendly primary school should be like. International Journal of Inclusive Education 26:12, pages 1211-1225.
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Anna Cook & Jane Ogden. (2022) Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study. European Journal of Special Needs Education 37:3, pages 371-385.
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Craig Goodall. (2020) Inclusion is a feeling, not a place: a qualitative study exploring autistic young people’s conceptualisations of inclusion. International Journal of Inclusive Education 24:12, pages 1285-1310.
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Ian Smillie & Meryl Newton. (2020) Educational psychologists’ practice: obtaining and representing young people’s views. Educational Psychology in Practice 36:3, pages 328-344.
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Jane Park & Judith Mortell. (2020) Using the Grid Elaboration Method (GEM) to investigate transition experiences of young autistic adults. Educational Psychology in Practice 36:2, pages 193-207.
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Rob Begon & Tom Billington. (2019) Between category and experience: constructing autism, constructing critical practice. Educational Psychology in Practice 35:2, pages 184-196.
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Beth Saggers & Jill Strachan. (2016) Horsing around: Using equine facilitated learning to support the development of social-emotional competence of students at risk of school failure. Child & Youth Services 37:3, pages 231-252.
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Yoon-Suk Hwang, Helen Klieve, Patrick Kearney & Beth Saggers. (2015) Experience, recursive awareness and understanding in autism spectrum disorders: insights of parents and teachers in Singapore. Asia Pacific Journal of Education 35:4, pages 453-470.
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Yoon-Suk Hwang. (2014) ‘Miss mum’: mind and affective experience of Korean learners identified with autism spectrum and cognitive difficulties. Disability & Society 29:10, pages 1583-1600.
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Katie Alexandra Gibson. (2014) Appreciating the world of autism through the lens of video interaction guidance: an exploration of a parent’s perceptions, experiences and emerging narratives on autism. Disability & Society 29:4, pages 568-582.
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Rachel Ingram. (2013) Interpretation of children’s views by educational psychologists: dilemmas and solutions. Educational Psychology in Practice 29:4, pages 335-346.
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Charlotte Brownlow. (2010) Presenting the self: Negotiating a label of autism. Journal of Intellectual & Developmental Disability 35:1, pages 14-21.
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Paul Moloney. (2010) ‘How can a chord be weird if it expresses your soul?’ Some critical reflections on the diagnosis of Aspergers syndrome. Disability & Society 25:2, pages 135-148.
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Sarah Allred. (2009) Reframing Asperger syndrome: lessons from other challenges to the Diagnostic and statistical manual and ICIDH approaches. Disability & Society 24:3, pages 343-355.
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Alan Roulstone, Frances Affleck, Paul Adderley, Tracey Harrison, Ruth Garbutt, Alison Wilde & Nick Watson. (2009) Book reviews. Disability & Society 24:2, pages 245-252.
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Pamela Fisher & Roy Fisher. (2007) The “Autodidact”, the Pursuit of Subversive Knowledge and the Politics of Change. Discourse: Studies in the Cultural Politics of Education 28:4, pages 515-529.
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Pamela Fisher. (2007) Experiential knowledge challenges ‘normality’ and individualized citizenship: towards ‘another way of being’. Disability & Society 22:3, pages 283-298.
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Articles from other publishers (28)
Yvonne Wechuli. 2023. Medikalisierung und Soziale Arbeit. Medikalisierung und Soziale Arbeit
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Trevor O’ Brien. 2021. Dyslexia. Dyslexia.
Joanne Claire Gaffney. (2020) ‘It’s autism, it’s just a name’: Exploring the impact of autism spectrum diagnosis with adolescent females using Interpretative Phenomenological Analysis. Educational and Child Psychology 37:1, pages 136-149.
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Trevor O’ Brien. (2019) Affective issues impacting children with dyslexia in a special school in Ireland. Journal of Research in Special Educational Needs 19:4, pages 315-324.
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Anna Ridderinkhof, Esther I. de Bruin, René Blom, Nirbhay N. Singh & Susan M. Bögels. (2019) Mindfulness-Based Program for Autism Spectrum Disorder: a Qualitative Study of the Experiences of Children and Parents. Mindfulness 10:9, pages 1936-1951.
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Katie B. Howard, Napoleon Katsos & Jenny L. Gibson. (2019) The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. Research in Developmental Disabilities 87, pages 9-20.
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Craig Goodall. (2018) ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people. Autism & Developmental Language Impairments 3, pages 239694151880440.
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Judith Hebron. 2017. Supporting social inclusion for students with autism spectrum disorders. Supporting social inclusion for students with autism spectrum disorders
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Jaimie Ellis. (2017) Researching the Social Worlds of Autistic Children: An Exploration of How an Understanding of Autistic Children's Social Worlds is Best Achieved. Children & Society 31:1, pages 23-36.
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Nicky Toor, Terry Hanley & Judith Hebron. (2016) The Facilitators, Obstacles and Needs of Individuals With Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review. Journal of Psychologists and Counsellors in Schools 26:2, pages 166-190.
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Marisa H Fisher & Julie Lounds Taylor. (2015) Let’s talk about it: Peer victimization experiences as reported by adolescents with autism spectrum disorder. Autism 20:4, pages 402-411.
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Judith Hebron, Neil Humphrey & Jeremy Oldfield. (2015) Vulnerability to bullying of children with autism spectrum conditions in mainstream education: a multi-informant qualitative exploration. Journal of Research in Special Educational Needs 15:3, pages 185-193.
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Daisy Loyd. (2013) Gaining views from pupils with autism about their participation in drama classes. British Journal of Learning Disabilities, pages n/a-n/a.
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Fiona Hallett & David Armstrong. (2013) ‘I want to stay over’: a phenomenographic analysis of a short break/extended stay pilot project for children and young people with Autism. British Journal of Learning Disabilities 41:1, pages 66-72.
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Avery E. Holton. (2013)
What’s Wrong With Max?
Parenthood
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Mark Sciutto, Sally Richwine, Janelle Mentrikoski & Kathryn Niedzwiecki. (2012) A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome. Focus on Autism and Other Developmental Disabilities 27:3, pages 177-188.
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ANDY KEMPE & CATHY TISSOT. (2012) The use of drama to teach social skills in a special school setting for students with autism. Support for Learning 27:3, pages 97-102.
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Wendy Symes & Neil Humphrey. (2011) School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools. Journal of Research in Special Educational Needs 11:3, pages 153-161.
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Wendy Symes & Neil Humphrey. (2011) The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools. British Journal of Special Education 38:2, pages 57-64.
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Andy Kempe. 2011. Key Concepts in Theatre/Drama Education. Key Concepts in Theatre/Drama Education
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Charlotte Brownlow. (2010) Re-presenting Autism: The Construction of ‘NT Syndrome’. Journal of Medical Humanities 31:3, pages 243-255.
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Heather Cutler, James Groecott-Jones, John Hanna, Sarah Johnson, Stewart Jones, Phil Sargent, Simon Taylor, Nick Winkler, James Bourne, Paul Moloney, Dr Thomas & Sarah Taylor. (2010) ‘I don’t have to keep learning how to be me’: An audit of the Shropshire Asperger’s Support Group. Clinical Psychology Forum 1:210, pages 35-40.
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Neil Humphrey & Wendy Symes. (2010) Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study. Journal of Research in Special Educational Needs 10:2, pages 82-90.
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Hammuzamer Irwan bin Hamzah & Azween bin Abdullah. (2009) A new abstraction model for biologically-inspired sound signal analyzer. A new abstraction model for biologically-inspired sound signal analyzer.
James Browning, Lisa A. Osborne & Phil Reed. (2009) A qualitative comparison of perceived stress and coping in adolescents with and without autistic spectrum disorders as they approach leaving school. British Journal of Special Education 36:1, pages 36-43.
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Chloe Silverman. (2008) Fieldwork on Another Planet: Social Science Perspectives on the Autism Spectrum. BioSocieties 3:3, pages 325-341.
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Neil HumphreySarah Lewis. (2008) `Make me normal'. Autism 12:1, pages 23-46.
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Tom Billington. (2006) Psychodynamic theories and the ‘science of relationships’ (Bion): A rich resource for professional practice in children’s services. Educational and Child Psychology 23:4, pages 72-79.
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