Funded Project

Voices Through Art: Creating Four Short Comics Targeted at Young Autistic People Transitioning from Primary to Secondary School (Funded Project)

Voices Through Art is a collaborative project between the Autism Community Research Network @ Southampton [ACoRNS], Samantha Davies, independent artist, and New Forest School. It is an impact project designing four short comics targeted at autistic children transitioning from primary to secondary school. The transition between primary and secondary school is a daunting process, even …

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‘Our Stories…’: co-constructing Digital Storytelling methodologies for supporting the transitions of autistic children

Why the project is needed The long-term social, educational, and employment outcomes for autistic people remain poor. There is a longstanding gap between research and practice such that these poor outcomes are not being adequately addressed despite over 40 years of research. This has led to calls for research to develop more participatory methods that …

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Evaluating whether digital stories can support children in their transition from nursery to primary school (Funded Project)

Henry Wood. CRI Research Fellow. My name is Henry Wood, and I am a Research Fellow at the Centre for Research in Inclusion (CRI), Southampton Education School, University of Southampton. I also work as an Educational Psychologist, and have long-standing interests in autism, inclusive education, and person-centred approaches. As part of my Research Fellow role, …

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Co-constructing a bespoke transition programme with a Further Education college for autistic students (Funded Project)

Sarah Parsons, Hilra Vinha, Joe Cunningham Transitions between stages of education are challenging for all children and young people but there is good evidence that such transitions can be especially difficult for students on the autism spectrum. Many students on the autism spectrum struggle with the transition from college to University, often due to experiences …

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Strategies for creating inclusive environments: learning from neurodiversity (Funded Project)

Sarah Parsons, Bronagh Walsh, Kate Freeth , Joe Cunningham, Rachael Howe We are a group of researchers and educators who share a commitment to strengthening our inclusive practices in order to improve outcomes for neurodiverse students, including those on the autism spectrum. This project will establish a Neurodiversity Action Learning Set [NeurALS] with colleagues from …

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The voices and experiences of children with autism, and their families, in their transitions from nursery to primary school (Funded Project)

Sarah Parsons, Hanna Kovshoff, Kathryn Ivil, Gareth Shaw, Efstathia Karakosta. Young children with autism are amongst the most scrutinised and assessed in their everyday lives, often leading to characterisations and descriptions that focus on their difficulties (commonly termed ‘deficits’) and challenges rather than on their abilities, strengths and positive experiences. Consequently, much discussion about children …

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