Home > Research > Publications & Outputs > Developing REAL Inclusive Teaching and Learning...
View graph of relations

Developing REAL Inclusive Teaching and Learning at University for Autistic Students through Dialogue: A Participatory Action Research Project

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Developing REAL Inclusive Teaching and Learning at University for Autistic Students through Dialogue: A Participatory Action Research Project. / Vincent, Jonathan.
In: Good Autism Practice, Vol. 16, No. 2, 31.10.2015, p. 41-47.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

APA

Vancouver

Author

Bibtex

@article{1214e45c450248a9832fe1f9eea2f241,
title = "Developing REAL Inclusive Teaching and Learning at University for Autistic Students through Dialogue: A Participatory Action Research Project",
abstract = "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.",
author = "Jonathan Vincent",
year = "2015",
month = oct,
day = "31",
language = "English",
volume = "16",
pages = "41--47",
journal = "Good Autism Practice",
issn = "1466-2973",
number = "2",

}

RIS

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 -