Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Developing REAL Inclusive Teaching and Learning at University for Autistic Students through Dialogue
T2 - A Participatory Action Research Project
AU - Vincent, Jonathan
PY - 2015/10/31
Y1 - 2015/10/31
N2 - Jonathan is a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified.
AB - Jonathan is a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified.
M3 - Journal article
VL - 16
SP - 41
EP - 47
JO - Good Autism Practice
JF - Good Autism Practice
SN - 1466-2973
IS - 2
ER -