References
- Ainscow, M., T. Booth, and A. Dyson. (with P. Farrell., J. Frankham., F. Gallannaugh., A. Howes, and R. Smith.). 2006. Improving Schools, Developing Inclusion. London: Routledge.
- Angell, M. E., E. H. Nicholson., E. H. Watts, and C. Blum 2011. “Using a Multicomponent Adapted Power Card Strategy to Decrease Latency during Interactivity Transitions for Three Children with Developmental Disabilities.” Focus on Autism and Other Developmental Disabilities 26 (4): 206–217. doi:https://doi.org/10.1177/1088357611421169.
- APA (American Psychiatric Association). 2013. Diagnostic and Statistical Manual of Mental Disorders 5th ed. Washington: American Psychiatric Publishing.
- APPGA & NAS (All Party Parliamentary Group on Autism and National Autistic Society). 2017. “Autism and Education in England 2017: A Report by the All Party Parliamentary Group on Autism on How the Education System in England Works for Children and Young People on the Autism Spectrum.” Accessed 29 August 2020. https://network.autism.org.uk/sites/default/files/ckfinder/files/NAS%20APPGA%20Education%20Report%20FINAL.pdf
- Arksey, H., and L. O’Malley. 2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8 (1): 19–32. doi:https://doi.org/10.1080/1364557032000119616.
- Bottema-Beutel, K., S. K. Kapp., J. N. Lester, N. J. Sasson, and B. N. Hand. 2020. “Avoiding Ableist Language: Suggestions for Autism Researchers.” Autism in Adulthood: 1–12. doi:https://doi.org/10.1089/aut.2020.0014.
- Brewer, R., F. Biotti., C. Catmur., C. Press., F. Happé., R. Cook, and G. Bird. 2016. “Can Neurotypical Individuals Read Autistic Facial Expressions? Atypical Production of Emotional Facial Expressions in Autism Spectrum Disorders.” Autism Research 9 (2): 262–271. doi:https://doi.org/10.1002/aur.1508.
- Broderick, A. A., and A. Ne’eman. 2008. “Autism as a Metaphor: Narrative and Counter-narrative.” International Journal of Inclusive Education 12 (56): 459–476. doi:https://doi.org/10.1080/13603110802377490.
- Brown, T. S., and T. Stanton-Chapman. 2015. “Strategies for Teaching Children with Autism Who Display or Demonstrate Circumscribed Interests.” Young Exceptional Children 18 (4): 31–40. doi:https://doi.org/10.1177/1096250614558851.
- Caldwell-Harris, C. L., and C. J. Jordan. 2014. “Systemizing and Special Interests: Characterizing the Continuum from Neurotypical to Autism Spectrum Disorder.” Learning and Individual Differences 29: 98–105. doi:https://doi.org/10.1016/j.lindif.2013.10.00.
- Cascio, M. A., J. A. Weiss, and E. Racine. 2020. “Making Autism Research Inclusive by Attending to Intersectionality: A Review of the Research Ethics Literature.” Review Journal of Autism and Developmental Disorders. doi:https://doi.org/10.1007/s40489-020-00204-z. 7 278–294
- Charman, T., L. Pellicano., L. V. Peacey, N. Peacey., K. Forward, and J. Dockrell. 2011. “What Is Good Practice in Autism Education?” Accessed 20 September 2020. https://www.autismeducationtrust.org.uk/shop/the-good-practice-report-charman-et-al-2011/
- Daniel, L. S., and B. S. Billingsley. 2010. “What Boys with an Autism Spectrum Disorder Say about Establishing and Maintaining Friendships.” Focus on Autism and Other Developmental Disabilities 25 (4): 220–229. doi:https://doi.org/10.1177/1088357610378290.
- Davis, K. M., R. T. Boon., D. F. Cihak, and C. Fore. 2010. “Power Cards to Improve Conversational Skills in Adolescents with Asperger Syndrome.” Focus on Autism and Other Developmental Disabilities 25 (1): 12–23. doi:https://doi.org/10.1177/1088357609354299.
- Edwards, T. L., E. E. Watkins., A. D. Lotfizadeh, and A. Poling. 2012. “Intervention Research to Benefit People with Autism: How Old are the Participants?” Research in Autism Spectrum Disorders 6 (3): 996–999. doi:https://doi.org/10.1016/j.rasd.2011.11.002.
- EPPI-Centre. 2003. Review Guidelines for Extracting Data and Quality Assessing Primary Studies in Educational Research. Version 0.9.7. EPPI-Centre, Social Science Research Unit. Accessed 13 April 2021. https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/Guidelines%20for%20extracting%20data%20and%20quality%20assessing%20primary%20studies%20in%20educational%20research%20Version%200.97_2.doc
- Florian, L. 2014. “What Counts as Evidence of Inclusive Education?” European Journal of Special Needs Education 29 (3): 286–294. doi:https://doi.org/10.11080/08856257.2014.933551.
- Fortuna, R. 2014. “The Social and Emotional Functioning of Students with an Autistic Spectrum Disorder during the Transition between Primary and Secondary Schools.” Support for Learning 29 (2): 177–191. doi:https://doi.org/10.1111/1467-9604.12056.
- Goodall, C. 2018. “‘I Felt Closed in and like I Couldn’t Breathe’: A Qualitative Study Exploring the Mainstream Educational Experiences of Autistic Young People.” Autism and Developmental Language Impairments 3: 1–16. doi:https://doi.org/10.1177/2396941518804407.
- Goodall, C., and A. MacKenzie. 2019. “Title: What about My Voice? Autistic Young Girls’ Experiences of Mainstream School.” European Journal of Special Needs Education 34 (4): 499–513. doi:https://doi.org/10.1080/08856257.2018.1553138.
- Guldberg, K., R. Bradley, K. Wittemeyer, J. Briscombe, C. Phillips, and G. Jones. 2019. “Good Autism Practice: Practitioner Guide.” Autism Education Trust. Accessed 20 September 2020. https://www.autismeducationtrust.org.uk/shop/good-autism-practice-resources/
- Gunn, K. C. M., and J. T. Delafield-Butt. 2016. “Teaching Children with Autism Spectrum Disorder with Restricted Interests: A Review of Evidence for Best Practice.” Journal of Educational Research 86 (2): 408–430. doi:https://doi.org/10.3102/0034654315604027.
- Harrop, C., J. Amsbary, S. Towner-Wright., B. Reichow, and B. A. Boyd. 2019. “That’s What I Like: The Use of Circumscribed Interests within Interventions for Individuals with Autism Spectrum Disorder. A Systematic Review.” Research in Autism Spectrum Disorders 57: 63–85. doi:https://doi.org/10.1016/j.rasd.2018.09.008.
- Hummerstone, H., and S. Parsons. 2020. “What Makes a Good Teacher? Comparing the Perspectives of Students on the Autism Spectrum and Staff.” European Journal of Special Needs Education. doi:https://doi.org/10.1080/08856257.2020.1783800. 1–15
- Kapp, S. K. 2019. “How Social Deficit Models Exacerbate the Medical Model: Autism as case in Point.” Autism Policy & Practice 2 (1): 3–28. Accessed 2 May 2020. https://researchportal.port.ac.uk/portal/files/16090863/How_social_deficit_models.pdf
- Koegel, L. K., T. W. Vernon., R. L. Koegel, B. L. Koegel, and A. W. Paullin. 2012. “Improving Social Engagement and Interactions between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings.” Journal of Positive Behaviour Interventions 14 (4): 220–227. doi:https://doi.org/10.1177/1098300712437042.
- Koegel, R., S. Kim., L. Koegel, and B. Schwartzman. 2013. “Improving Socialization for High School Students with ASD by Using Their Preferred Interests.” Journal of Autism & Developmental Disorders 43 (9): 2121–2134. doi:https://doi.org/10.1007/s10803-013-1765-3.
- Koegel, R. L., R. Fredeen., S. Kim., J. Danial., D. Rubinstein, and L. Koegel. 2012. “Using Perseverative Interests to Improve Interactions between Adolescents with Autism and Their Typical Peers in School Settings.” Journal of Positive Behaviour Interventions 14 (3): 133–141. doi:https://doi.org/10.1177/1098300712437043.
- Kryzak, L. A., S. Bauer., E. A. Jones, and P. Sturmey. 2013. “Increasing Responding to Others’ Joint Attention Directives Using Circumscribed Interests.” Journal of Applied Behavior Analysis 46 (3): 674–679. doi:https://doi.org/10.1002/jaba.73.
- Lewis, A., I. Davison., J. Ellins, L. Niblett., S. Parsons, C. Robertson, and J. Sharpe. 2007. “The Experiences of Disabled Pupils and Their Families.” British Journal of Special Education 34 (4): 189–195. doi:https://doi.org/10.1111/j.1467-8578.2007.00478.x.
- McKeithan, G. K., and E. J. Sabornie 2019. “Interventions for Secondary Students with High Functioning Autism in General Education Settings: A Descriptive Review.” Exceptionality 27 (2): 81–100. doi:https://doi.org/10.1080/09362835.2017.1359607.
- Milton, D. E. 2014. “Autistic Expertise: A Critical Reflection on the Production of Knowledge in Autism Studies.” Autism 18 (7): 794–802. doi:https://doi.org/10.1177/1362361314525281.
- Mittler, P. 2013. Overcoming Exclusion: Social Justice through Education. Abingdon: Routledge.
- Nilholm, C., and K. Göransson. 2017. “What Is Meant by Inclusion? An Analysis of European and North American Journal Articles with High Impact.” European Journal of Special Needs Education 32 (3): 437–451. doi:https://doi.org/10.1080/08856257.2017.1295638.
- Ninci, J., M. Rispoli., M. D. Burke, and L. C. Neely. 2018. “Embedding Interests of Individuals with Autism Spectrum Disorder: A Quality Review.” Review Journal of Autism and Developmental Disorders 5: 15–28. doi:https://doi.org/10.1007/s40489-017-0120-6.
- Parsons, S., K. Guldberg., A. MacLeod., G. Jones., A. Prunty, and T. Balfe. 2011. “International Review of the Evidence on Best Practice in Educational Provision for Children on the Autism Spectrum.” European Journal of Special Needs Education 26 (1): 47–63. doi: https://doi.org/10.1080/08856257.2011.543532
- Parsons, S., and H. Kovshoff. 2020. “A Note on Language and Terminology Used in ACoRNS Projects and Reports.” Acorns Network. Accessed 18 October 2020. http://acornsnetwork.org.uk/language-and-terminology/
- Parsons, S., K. Guldberg., A. Macleod, and G. Jones. 2009. “International Review of the Literature of Evidence of Best Practice Provision in the Education of Persons with Autistic Spectrum Disorders.” (NCSE Research Reports No. 2). National Council for Special Education. Accessed 10 March 2020. http://ncse.ie/wp-content/uploads/2014/10/2_NCSE_Autism.pdf
- Porter, G. 1995. “Organization of Schooling: Achieving Access and Quality through Inclusion.” Prospects 25 (2): 299–309. doi:https://doi.org/10.1007/BF02336466.
- Ridout, S. 2017. “The Autistic Voice and Creative Methodologies.” Qualitative Research Journal 17 (1): 52–64. doi:https://doi.org/10.1108/QRJ-07-2016-0046.
- Sasson, N., D. J. Faso., J. Nugent., S. Lovell., D. P. Kennedy, and R. B. Grossman. 2017. “Neurotypical Peers Are Less Willing to Interact with Those with Autism Based on Thin Slice Judgements.” Scientific Reports 7 (Article 40700): 1–10. doi:https://doi.org/10.1038/srep40700.
- Shyman, E. 2016. “The Reinforcement of Ableism: Normality, the Medical Model of Disability, and Humanism in Applied Behaviour Analysis and ASD.” Intellectual and Developmental Disabilities 54 (5): 366–376. doi:10.1352.1934-9556-54.3.366.
- Stone, B. G., K. A. Mills, and B. Saggers. 2019. “Online Multiplayer Games for the Social Interactions of Children with Autism Spectrum Disorder: A Resource for Inclusive Education.” International Journal of Inclusive Education 23 (2): 209–228. doi:https://doi.org/10.1080/13603116.2018.1426051.
- Thomas, G. 1997. “Inclusive Schools for an Inclusive Society.” British Journal of Special Education 24 (3): 103–107. doi:https://doi.org/10.1111/1467-8527.00024.
- Thomas, G., D. Walker, and J. Webb. 1998. The Making of the Inclusive School. London: Routledge.
- Tricco, A. C., E. Lillie., W. Zarin., K. K. O’Brien., H. Colquhoun., D. Levac., D. Moher, et al. 2018. “PRISMA Extension for Scoping Reviews (PRISMA-scr): Checklist and Explanation.” Annual of Internal Medicine 169 (7): 467–473. doi:https://doi.org/10.7326/M18-0850.
- Tsai, L. Y. 2014. “Prevalence of Comorbid Psychiatric Disorders in Children and Adolescents with Autism Spectrum Disorder.” Journal of Experimental and Clinical Medicine 6 (6): 179–186. doi:https://doi.org/10.1016/j.jecm.2014.10.005.
- WHO (World Health Organisation). 2019. “ICD-11 for Mortality and Morbidity Statistics (Version: 04).” Accessed 10 November 2019. https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f437815624
- Winter-Messiers, M. A. 2007. “From Tarantulas to Toilet Brushes: Understanding the Special Interest Areas of Children and Youth with Asperger Syndrome.” Remedial and Special Education 28 (3): 140–152. doi:https://doi.org/10.1177/07419325070280030301.
- Wittemeyer, K., A. English., G. Jones., L. Lyn-Cook, and D. Milton. 2012–15. “Schools Programme Autism Competency Framework.” Autism Education Trust. Revised and updated in 2016 by A. English., M. Daly, and A. O’Brien. Accessed 20 September 2020. https://www.autismeducationtrust.org.uk/resources/schools-resources/schools-autism-competency-framework/
- Wood, R. 2019. “Autism, Intense Interests and Support in School: From Wasted Efforts to Shared Understandings.” Educational Review 1–21. doi:https://doi.org/10.1080/00131911.2019.1566213.
- Zilli, C., S. Parsons, and H. Koshoff. 2020. “Keys to Engagement: A Case Study Exploring the Participation of Autistic Pupils in Educational Decision-making at School.” British Journal of Educational Psychology 90 (3): 770–789. doi:https://doi.org/10.1111/bjep.12331.