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Parity of participation for autistic students: Mapping provision across UK higher education institutions

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Parity of participation for autistic students: Mapping provision across UK higher education institutions. / Vincent, Jonathan; Rowe, Helen; Johnson, Jo.
In: Research in Education, Vol. 112, No. 1, 31.05.2021, p. 20-38.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Vincent, J, Rowe, H & Johnson, J 2021, 'Parity of participation for autistic students: Mapping provision across UK higher education institutions', Research in Education, vol. 112, no. 1, pp. 20-38. https://doi.org/10.1177/0034523720981123

APA

Vincent, J., Rowe, H., & Johnson, J. (2021). Parity of participation for autistic students: Mapping provision across UK higher education institutions. Research in Education, 112(1), 20-38. https://doi.org/10.1177/0034523720981123

Vancouver

Vincent J, Rowe H, Johnson J. Parity of participation for autistic students: Mapping provision across UK higher education institutions. Research in Education. 2021 May 31;112(1):20-38. Epub 2021 Jan 4. doi: 10.1177/0034523720981123

Author

Vincent, Jonathan ; Rowe, Helen ; Johnson, Jo. / Parity of participation for autistic students : Mapping provision across UK higher education institutions. In: Research in Education. 2021 ; Vol. 112, No. 1. pp. 20-38.

Bibtex

@article{fc664f0b8ad245f4984df45acc515bff,
title = "Parity of participation for autistic students: Mapping provision across UK higher education institutions",
abstract = "This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser{\textquoteright}s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from {\textquoteleft}supporting transition to university{\textquoteright} to {\textquoteleft}social groups{\textquoteright} and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students{\textquoteright} parity of participation in higher education.",
author = "Jonathan Vincent and Helen Rowe and Jo Johnson",
year = "2021",
month = may,
day = "31",
doi = "10.1177/0034523720981123",
language = "English",
volume = "112",
pages = "20--38",
journal = "Research in Education",
issn = "0034-5237",
publisher = "Manchester University Press",
number = "1",

}

RIS

TY - JOUR

T1 - Parity of participation for autistic students

T2 - Mapping provision across UK higher education institutions

AU - Vincent, Jonathan

AU - Rowe, Helen

AU - Johnson, Jo

PY - 2021/5/31

Y1 - 2021/5/31

N2 - This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.

AB - This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.

U2 - 10.1177/0034523720981123

DO - 10.1177/0034523720981123

M3 - Journal article

VL - 112

SP - 20

EP - 38

JO - Research in Education

JF - Research in Education

SN - 0034-5237

IS - 1

ER -