Soutenir le personnel des ecoles ordinaires en Angleterre afin de repondre aux besoins des filles autistes et de lutter contre les inegalites educatives

Titre original en anglais : Supporting mainstream school staff in England to meet the needs and address educational inequalities in autistic girls

Sources de métadonnées utilisées pour cette référence

OpenAlex Crossref OpenCitations
En savoir plus sur les sources utilisées

Ward, M. & Powell, L. (2025). Supporting mainstream school staff in England to meet the needs and address educational inequalities in autistic girls. International Journal of Inclusive Education, 1-17. https://doi.org/10.1080/13603116.2025.2560002

Date de publication: 25/09/2025 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
Source OpenAlex Source éditeur (DOI) Texte intégral

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Martha Ward
  2. Lauren Powell *

Résumé

Les filles autistes connaissent souvent des inegalites educatives et un soutien inadequat dans les ecoles, ce qui conduit a de mauvais resultats en matiere d'education, de sante et de bien-etre. En reponse, la politique educative exige que les ecoles ordinaires adoptent, lorsque cela est possible, des pratiques inclusives pour les enfants et les jeunes (CYP) ayant des besoins educatifs particuliers et des handicaps, y compris les CYP autistes. Toutefois, les enseignants signalent des obstacles complexes a la mise en place de pratiques inclusives, notamment un manque de formation et de ressources, une deterioration de la sante mentale des CYP apres la pandemie et un manque de savoir-faire quant au soutien a apporter aux filles autistes afin qu'elles participent a l'education ordinaire. Cette etude a adopte une approche de la neurodiversite pour explorer les difficultes auxquelles 17 membres du personnel d'ecoles ordinaires etaient confrontes et formule des recommandations concernant les pratiques inclusives pour les filles autistes dans les ecoles ordinaires. Trois themes et un sous-theme ont ete elabores au moyen d'une analyse thematique des donnees issues d'entretiens individuels et collectifs : (1) Formation inefficace et incoherente ; (2) Le temps comme obstacle (sous-theme : exigences de soutien pastoral et epuisement mental) ; (3) Recommandations pour les formations futures. Les recherches futures devraient examiner comment adapter la formation aux besoins du personnel ainsi qu'aux besoins specifiques des filles autistes issues de minorites ethniques et LGBTQ+. Les recommandations revetiront une importance pratique pour faire progresser la comprehension des mesures qui doivent etre prises dans les ecoles et par les decideurs politiques afin de parvenir a des pratiques inclusives pour les filles autistes dans les contextes d'education ordinaire.

Autistic girls often experience educational inequalities and inadequate support in schools that lead to poor educational, health and wellbeing outcomes. In response, education policy requires mainstream schools to adopt inclusive practices for children and young people (CYP) with special educational needs and disabilities, including autistic CYP, where possible. However, teachers report complex barriers to inclusive practice provision, including a lack of training and resources, mental health deterioration among CYP post-pandemic and a lack of how to support autistic girls to engage in mainstream education. This study adopted a neurodiversity approach to explore challenges that 17 mainstream school staff faced and provides recommendations for inclusive practices for autistic girls in mainstream schools. Three themes and one subtheme were developed through thematic analysis of interview and group interview data: (1) Ineffective and inconsistent training; (2) Time as a barrier (subtheme: Pastoral support demands and mental exhaustion); (3) Future training recommendations. Future research should explore how to tailor training to staff needs and the specific needs of ethnic minorities and LGBTQ+ autistic girls. Recommendations will have practical significance in advancing understanding of action that must be taken in schools and by policymakers to achieve inclusive practices for autistic girls in mainstream education settings.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
64
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 64 (6,2 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
4 / 144 (2,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 4 / 31 (12,9 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 140 (2,1 %).
Occurrences citées rattachées à la base AutiHub
31 / 144 (21,5 %)
Auteurices cité·es distinct·es rattaché·es : 28 / 140 (20,0 %)
Occurrences rattachées, non identifiées comme autistes
27 / 31 (87,1 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 27 / 144 (18,8 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 25 / 28 (89,3 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
Crossref: introuvable (1)
  1. Roberts, Albert R. , Yeager, Kenneth R. (2006). Foundations of Evidence-Based Social Work Practice . Oxford University PressNew York, NY.
    Type: Livre DOI: 10.1093/oso/9780195305944.001.0001 OpenAlex: https://openalex.org/W610620491
    OpenAlex
  2. González Moreno, Andrés Santiago (2013). Diagnostic and Statistical Manual of Mental Disorders . American Psychiatric Association.
    Type: Livre DOI: 10.1176/appi.books.9780890425596 OpenAlex: https://openalex.org/W4247665917
    Crossref OpenAlex OpenCitations
  3. Hellawell, Beate (2015). Cracking the Code: reflections on the implications for teacher education and professional formation in England following the introduction of the Special Educational Needs and Disability Code of Practice 2014 . UEL Research Repository (University of East London). The University of East London.
    Type: Article DOI: 10.15123/pub.4327 OpenAlex: https://openalex.org/W1565378284 Crossref: introuvable
    Crossref OpenAlex OpenCitations
  4. (s. d.). Atfield G. B. Baldauf and D. Owe. 2021. Educational Psychology Services: Workforce Insights and School Perspectives on Impact. In Gov.uk (pp. 1–121). https://assets.publishing.service.gov.uk/media/649c4a4406179b00113f7498/Educational_Psychology_services_-_Workforce_insights_and_school_perspectives_on_impact.pdf .
    Type: Autre
    Crossref
  5. Keith Young , Patricia Mannix McNamara , Barry Coughlan (2017). Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education . Teaching and Teacher Education, 68, 1-11. Elsevier BV.
    Type: Article DOI: 10.1016/j.tate.2017.07.017 OpenAlex: https://openalex.org/W2743785647
    Crossref OpenAlex OpenCitations
  6. Sander Begeer , David S. Mandell , Bernadette Wijnker-Holmes , Stance Venderbosch , Dorien Rem , Fred Stekelenburg et al. (2013). Sex Differences in the Timing of Identification Among Children and Adults with Autism Spectrum Disorders . Journal of Autism and Developmental Disorders, 43(5), 1151-1156. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-012-1656-z OpenAlex: https://openalex.org/W1990581042
    Crossref OpenAlex OpenCitations
  7. Katie Ayirebi , George Thomas (2024). What could be considered as effective support for autistic females in high school? A systematic literature review . Journal of Research in Special Educational Needs, 24(3), 441-453. Wiley.
    Type: Article DOI: 10.1111/1471-3802.12641 OpenAlex: https://openalex.org/W4390915564
    Crossref OpenAlex OpenCitations
  8. Ellen P Lukens , William R Mcfarlane (2006). Psychoeducation as Evidence-Based Practice Considerations for Practice, Research, and Policy . Dans Foundations of Evidence-Based Social Work Practice (pp. 291-313). Oxford University PressNew York, NY.
    Type: Chapitre de livre DOI: 10.1093/oso/9780195305944.003.0022 OpenAlex: https://openalex.org/W4388364817
    Crossref OpenCitations
  9. Nirit Bauminger , Marjorie Solomon , Anat Aviezer , Kelly Heung , John Brown , Sally J. Rogers (2008). Friendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads . Journal of Autism and Developmental Disorders, 38(7), 1211-1229. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-007-0501-2 OpenAlex: https://openalex.org/W2040415107
    Crossref OpenAlex OpenCitations
  10. Francisco Azpitarte , Louise Holt (2024). Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1 . British Educational Research Journal, 50(1), 414-437. Wiley.
    Type: Article DOI: 10.1002/berj.3930 OpenAlex: https://openalex.org/W4389095185
    Crossref OpenAlex OpenCitations
  11. Anna Kariou , Panagiota Koutsimani , Anthony Montgomery , Olga Lainidi (2021). Emotional Labor and Burnout among Teachers: A Systematic Review . International Journal of Environmental Research and Public Health, 18(23), 12760. MDPI AG.
    Type: Article DOI: 10.3390/ijerph182312760 OpenAlex: https://openalex.org/W4200246989
    Crossref OpenAlex OpenCitations
  12. Barbara FC van Heijst , Hilde M. Geurts (2015). Quality of life in autism across the lifespan: A meta-analysis . Autism, 19(2), 158-167. SAGE Publications.
    Type: Article DOI: 10.1177/1362361313517053 OpenAlex: https://openalex.org/W2150681219
    Crossref OpenAlex OpenCitations
  13. Susanna Baldwin , Debra Costley (2016). The experiences and needs of female adults with high-functioning autism spectrum disorder . Autism, 20(4), 483-495. SAGE Publications.
    Type: Article DOI: 10.1177/1362361315590805 OpenAlex: https://openalex.org/W2279904543
    Crossref OpenAlex OpenCitations
  14. Efthymia Efthymiou , Alison Kington (2017). The development of inclusive learning relationships in mainstream settings: A multimodal perspective . Cogent Education, 4(1), 1304015. Informa UK Limited.
    Type: Article DOI: 10.1080/2331186x.2017.1304015 OpenAlex: https://openalex.org/W2604103732
    Crossref OpenAlex OpenCitations
  15. Donna McGhie‐Richmond , Angela Irvine , Tim Loreman , Juna Lea Cizman , Judy Lupart (2013). Teacher perspectives on inclusive education in rural Alberta, Canada . Canadian Journal of Education / Revue canadienne de l éducation, 36(1), 195-239.
    Type: Article OpenAlex: https://openalex.org/W2157843634
    Crossref OpenAlex
  16. Olivia Jones (2025). Exploring the experiences of autistic girls within mainstream primary education in England . Plymouth Institute of Education Open Journal, 2(2). University of Plymouth - DIGITAL COMMONS JOURNALS.
    Type: Article DOI: 10.70156/2634-8594.1008 OpenAlex: https://openalex.org/W4406590716
    Crossref OpenAlex OpenCitations
  17. Antonio Napolitano , Sara Schiavi , Piergiorgio La Rosa , Maria Camilla Rossi-Espagnet , Sara Petrillo , Francesca Bottino et al. (2022). Sex Differences in Autism Spectrum Disorder: Diagnostic, Neurobiological, and Behavioral Features . Frontiers in Psychiatry, 13, 889636-889636. Frontiers Media SA.
    Type: Article DOI: 10.3389/fpsyt.2022.889636 OpenAlex: https://openalex.org/W4280626387
    Crossref OpenAlex OpenCitations
  18. Shirin Heidari , Thomas F. Babor , Paola De Castro , Sera Tort , Mirjam Curno (2016). Sex and Gender Equity in Research: rationale for the SAGER guidelines and recommended use . Research Integrity and Peer Review, 1(1), 2-2. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1186/s41073-016-0007-6 OpenAlex: https://openalex.org/W2343343747
    Crossref OpenAlex
  21. Keith McAllister , Sean Sloan (2016). Designed by the pupils, for the pupils: an autism‐friendly school . British Journal of Special Education, 43(4), 330-357. Wiley.
    Type: Article DOI: 10.1111/1467-8578.12160 OpenAlex: https://openalex.org/W2574280766
    Crossref OpenAlex OpenCitations
  22. Venessa Bobb (2019). Black girls and autism . Dans Girls and Autism (pp. 36-47). Routledge.
    Type: Chapitre de livre DOI: 10.4324/9781351234429-6 OpenAlex: https://openalex.org/W2938644786
    Crossref OpenAlex OpenCitations
  23. Barry Carpenter , Francesca Happé , Jo Egerton (2019). Girls and Autism . Routledge.
    Type: Livre DOI: 10.4324/9781351234429 OpenAlex: https://openalex.org/W4241326405
    Crossref OpenAlex OpenCitations
  24. Virginia Braun , Victoria Clarke (2022). Thematic Analysis: A Practical Guide . QMiP Bulletin, 1(33), 46-50. British Psychological Society.
    Type: Article DOI: 10.53841/bpsqmip.2022.1.33.46 OpenAlex: https://openalex.org/W4315749638
    Crossref OpenAlex
  25. Eleanor Warnes , Elizabeth J. Done , Helen Knowler (2022). Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions . Journal of Research in Special Educational Needs, 22(1), 31-43. Wiley.
    Type: Article DOI: 10.1111/1471-3802.12525 OpenAlex: https://openalex.org/W3163556606
    Crossref OpenAlex OpenCitations
  26. Kelda Sproston , Felicity Sedgewick , Laura Crane (2017). Autistic girls and school exclusion: Perspectives of students and their parents . Autism & Developmental Language Impairments, 2, 239694151770617. SAGE Publications.
    Type: Article DOI: 10.1177/2396941517706172 OpenAlex: https://openalex.org/W2613788039
    Crossref OpenAlex OpenCitations
  27. (s. d.). Chapman E. 2021. “Preventing Unmet Need from Leading to School Exclusion: Empowering Schools to Identify Neurodiversity Earlier.” D. Clin. Psychol thesis. https://etheses.whiterose.ac.uk/33429/
    Type: Autre
    Crossref
  28. François Keslair , Sandra McNally (2009). Special Educational Needs in England . Surrey Research Insight Open Access (The University of Surrey).
    Type: Rapport OpenAlex: https://openalex.org/W2625843453
    OpenAlex
  29. (s. d.). Clarke H. 2022. Autistic Girls’ Well-Being in School. www.autism.org.uk. https://www.autism.org.uk/advice-and-guidance/professional-practice/girls-well-being .
    Type: Autre
    Crossref
  30. Cat StEvens (2024). The lived experience of autistic teachers: a review of the literature . International Journal of Inclusive Education, 28(9), 1871-1885. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2022.2041738 OpenAlex: https://openalex.org/W4220668611
    Crossref OpenAlex OpenCitations
  31. Micaela Connolly , Irvine Gersch (2016). Experiences of parents whose children with autism spectrum disorder (ASD) are starting primary school . Educational Psychology in Practice, 32(3), 245-261. Informa UK Limited.
    Type: Article DOI: 10.1080/02667363.2016.1169512 OpenAlex: https://openalex.org/W4254564129
    Crossref OpenAlex OpenCitations
  32. Melanie Feldman , Melissa Maye , Sarah Levinson , Alice Carter , Jan Blacher , Abbey Eisenhower (2019). Student–teacher relationships of children with autism spectrum disorder: Distinct contributions of language domains . Research in Developmental Disabilities, 89, 94-104. Elsevier BV.
    Type: Article DOI: 10.1016/j.ridd.2019.03.006 OpenAlex: https://openalex.org/W2930515717
    Crossref OpenAlex OpenCitations
  33. (s. d.). Department for Education. 2011. Teachers’ Standards. GOV. UK; Department for Education. https://www.gov.uk/government/publications/teachers-standards
    Type: Autre
    Crossref
  34. Department for Education (2014). Special Educational Needs and Disability Code of Practice: 0 to 25 Years . Special Educational Needs and Disability Code of Practice: 0 to 25 Years.
    Type: Autre
    Crossref
  35. Francesca Happé , Uta Frith (2020). Annual Research Review: Looking back to look forward – changes in the concept of autism and implications for future research . Journal of Child Psychology and Psychiatry, 61(3), 218-232. Wiley.
    Type: Article DOI: 10.1111/jcpp.13176 OpenAlex: https://openalex.org/W3003423347
    Crossref OpenAlex OpenCitations
  36. Joy Chikaodi Nwoko , Melissa J. Crowe , Aduli E. O. Malau-Aduli , Bunmi S. Malau-Aduli (2022). Exploring private school teachers’ perspectives on inclusive education: a case study . International Journal of Inclusive Education, 26(1), 77-92. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2019.1629122 OpenAlex: https://openalex.org/W2949602258
    Crossref OpenAlex OpenCitations
  37. Department for Education (2024). Special Educational Needs in England . Special Educational Needs in England.
    Type: Autre
    Crossref
  38. Carla Tomlinson , Caroline Bond , Judith Hebron (2022). The mainstream school experiences of adolescent autistic girls . European Journal of Special Needs Education, 37(2), 323-339. Informa UK Limited.
    Type: Article DOI: 10.1080/08856257.2021.1878657 OpenAlex: https://openalex.org/W3125488454
    Crossref OpenAlex OpenCitations
  39. Georgia Lockwood Estrin , Victoria Milner , Debbie Spain , Francesca Happé , Emma Colvert (2021). Barriers to Autism Spectrum Disorder Diagnosis for Young Women and Girls: a Systematic Review . Review Journal of Autism and Developmental Disorders, 8(4), 454-470. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s40489-020-00225-8 OpenAlex: https://openalex.org/W3095823263
    Crossref OpenAlex OpenCitations
  40. Yosheen Pillay , Charlotte Brownlow , Sonja March (2023). Autism and inclusive practices: mothers speak out . International Journal of Inclusive Education, 27(4), 419-434. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2020.1842521 OpenAlex: https://openalex.org/W3100271502
    Crossref OpenAlex OpenCitations
  41. Charlotte Featherstone , Richard A. Sharpe , Nick Axford , Sheena Asthana , Kerryn Husk (2022). Health and wellbeing outcomes and social prescribing pathways in community‐based support for autistic adults: A systematic mapping review of reviews . Health & Social Care in the Community, 30(3), e621-e635. Wiley.
    Type: Article DOI: 10.1111/hsc.13635 OpenAlex: https://openalex.org/W3209381171
    Crossref OpenAlex OpenCitations
  42. M. Holmqvist , B. Lelinge (2021). Teachers’ collaborative professional development for inclusive education . European Journal of Special Needs Education, 36(5), 819-833. Informa UK Limited.
    Type: Article DOI: 10.1080/08856257.2020.1842974 OpenAlex: https://openalex.org/W3103087810
    Crossref OpenAlex OpenCitations
  43. Laura Gray , Ella Bownas , Lucy Hicks , Emma Hutcheson-Galbraith , Sandra Harrison (2021). Towards a better understanding of girls on the Autism spectrum: educational support and parental perspectives . Educational Psychology in Practice, 37(1), 74-93. Informa UK Limited.
    Type: Article DOI: 10.1080/02667363.2020.1863188 OpenAlex: https://openalex.org/W3119828000
    Crossref OpenAlex OpenCitations
  44. (s. d.). Gould M. 2023. “Dramatic” Rise in Pastoral Role Takes “Emotional Toll” on Teachers | Tes. Www.tes.com. https://www.tes.com/magazine/news/general/rise-pastoral-work-emotional-toll-teachers
    Type: Autre
    Crossref
  45. Edmund Sonuga-Barke , Anita Thapar (2021). The neurodiversity concept: is it helpful for clinicians and scientists? The Lancet Psychiatry, 8(7), 559-561. Elsevier BV.
    Type: Article DOI: 10.1016/s2215-0366(21)00167-x OpenAlex: https://openalex.org/W3160677357
    Crossref OpenAlex OpenCitations
  46. (s. d.). Halsall J. 2020. “Camouflaging Strategies Used by Girls with Autism in Specialist Educational Provisions: Perspectives of Girls Their Parents and Their Educators.” Doctoral Thesis.
    Type: Autre
    Crossref
  47. Jessica Suhrheinrich , Melina Melgarejo , Brittney Root , Gregory A Aarons , Lauren Brookman-Frazee (2021). Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation . Autism, 25(8), 2291-2304. SAGE Publications.
    Type: Article DOI: 10.1177/13623613211016729 OpenAlex: https://openalex.org/W3166475024
    Crossref OpenAlex OpenCitations
  49. Stephanie C. Holmes (2024). Inclusion, autism spectrum, students’ experiences . International Journal of Developmental Disabilities, 70(1), 59-73. Informa UK Limited.
    Type: Article DOI: 10.1080/20473869.2022.2056403 OpenAlex: https://openalex.org/W4226346385
    Crossref OpenAlex OpenCitations
  51. (s. d.). Mon-Williams M. E. Shore and M. L. Wood eds. 2024. An Evidence-Based Plan for Addressing the Autism Assessment and Support Crisis (pp. 1–47). COTN 2024 Campaign. https://www.n8research.org.uk/research-focus/child-of-the-north/2024-campaign/autism/ .
    Type: Autre
    Crossref
  52. Kathryn Urbaniak , Miranda D’Amico (2025). Disability barriers autistic girls face in secondary education: A systematic review . Autism, 29(4), 1019-1033. SAGE Publications.
    Type: Article DOI: 10.1177/13623613241294189 OpenAlex: https://openalex.org/W4404328937
    Crossref OpenAlex OpenCitations
  53. (s. d.). NASUWT. 2021. Special and Additional Educational Needs. NASUWT. https://www.nasuwt.org.uk/advice/in-the-classroom/special-educational-needs.html
    Type: Autre
    Crossref
  54. (s. d.). NASUWT. 2022. Tackling Excessive Teacher Workload (England and Wales). www.nasuwt.org.uk. https://www.nasuwt.org.uk/advice/conditions-of-service/workload/tackling-excessive-teacher-workload-england-wales.html .
    Type: Autre
    Crossref
  55. (s. d.). National Autistic Society. 2021. School Report 2021. www.autism.org.uk. https://www.autism.org.uk/what-we-do/news/school-report-2021 .
    Type: Autre
    Crossref
  56. (s. d.). National Autistic Society. 2023a. Autistic Women and Girls. www.autism.org.uk. https://www.autism.org.uk/advice-and-guidance/what-is-autism/autistic-women-and-girls .
    Type: Autre
    Crossref
  57. (s. d.). National Autistic Society. 2023b. Education Report (pp. 1–47). National Autistic Society. https://dy55nndrxke1w.cloudfront.net/file/24/asDKIN9asAvgMtEas6gIatOcB5H/NAS_Education%20Report%202023.pdf
    Type: Autre
    Crossref
  58. (s. d.). National Autistic Society. 2024. What Is Autism? Autism.org.uk; National Autistic Society. https://www.autism.org.uk/advice-and-guidance/what-is-autism .
    Type: Autre
    Crossref
  59. (s. d.). National Education Union. 2024. Workload and Working Hours. https://neu.org.uk/advice/your-rights-work/workload-and-working-hours
    Type: Autre
    Crossref
  60. National Institute for Health , Care Excellence (2011). Recommendations | Autism Spectrum Disorder in under 19s: Recognition, Referral and Diagnosis | Guidance | NICE . Recommendations | Autism Spectrum Disorder in under 19s: Recognition, Referral and Diagnosis | Guidance | NICE.
    Type: Autre
    Crossref
  61. (s. d.). Naylor C. 2023. ‘Much Better Set Up to do my Best Work’: What does ‘Neurodiversity-Affirming Practice’ Mean to the Autistic Community? (Doctoral dissertation University of Nottingham).
    Type: Autre
    Crossref
  62. Ofsted. (2021). Supporting SEND. GOV. UK. https://www.gov.uk/government/publications/supporting-send/supporting-send
    Type: Autre
    Crossref
  63. Palli A. (2017). Psychoeducation: The way to Make Patients Manage Their Illness and Fill Their Future with Life . Mental Health in Family Medicine, 13, 528.
    Type: Autre
    Crossref
  64. (s. d.). Smith D. A. 2023. “A District Level Population-Based Study of Structural Inequalities in Autism Pathways.” DClin Psychology Thesis.
    Type: Autre
    Crossref