Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance, othering and power

This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.

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Wood, R. & Milton, D. (2018). Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance, othering and power. British Journal of Special Education, 45(2), 157-171. https://doi.org/10.1111/1467-8578.12216

Journal or book title
British Journal of Special Education
Publisher
Wiley
Volume
45
Issue
2
Pages
157-171
Publication date: 6 Apr 2018 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

This publication is integrated into AutiHub through:

Authors

Publication authors
2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Rebecca Wood
  2. Damian Milton *

Abstract

The Transform Autism Education (TAE) project is a tri‐national teacher training scheme involving Greece, Italy and the UK, whose purpose is to set up training projects to facilitate the educational inclusion of autistic children. Running over three years from 2014 to 2017, the involvement of autistic participants has been the source of some discussion. Here, TAE team members Wood and Milton reflect on narratives of participation, acceptance and struggle which emerged during a workshop they ran in Greece. Derived from 11 non‐autistic and two autistic participants, and analysed via discourse analysis, these stories suggest a high value placed on autistic participation by non‐autistic TAE team members, but an unwitting tendency to ‘other’ autistic people and a lack of awareness of the power differential. Meanwhile, as the autistic team members describe how educational and social participation can be achieved, the implications for autism education researchers and practitioners are discussed.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 2 Oct 2026 17:07.

Cited references
41
With a DOI
20
Without a DOI, from raw bibliography text
19
7 / 41 (17.1%) cited references include at least one author identified as autistic.
References with data to complete
5 / 41 (12.2%)
References with detected author names
36 / 41 (87.8%)
Without detected author names
5
Without a structured title
5
Without a stable identifier
13
References with raw author names still to review
3
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
50
From DOI or external metadata
50
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
3
15 / 50 (30.0%) names are linked to an author already present in AutiHub. 35 / 50 (70.0%) names are not yet linked.
Names linked to a person identified as autistic
9 / 50 (18.0%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 9 / 15 (60.0%). Distinct people identified as autistic: 5 / 45 (11.1%).
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