Luci Rose

Luci Rose's webinar explores whether the abilities of non-speaking autistic children are underestimated in educational settings due to a lack of speech and inadequate communication support. Through interviews, questionnaires, and tailored communication activities, the studies gathered insights from parents, educators, and non-speaking autistic adults. The research, shaped in collaboration with both speaking and non-speaking autistic advisors, highlights the need for better recognition and support of these children's true capabilities.

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Jenkins, C. A. Et al.

This study, based on survey responses from 508 autistic individuals across 24 countries, found that a lack of awareness about both menopause and autism was linked to more difficult menopause experiences. Participants reported needing more autism-specific information and better-informed healthcare providers, while self-awareness and acceptance were key coping strategies. The findings highlight critical gaps in support and emphasise the importance of tailored information and resources for autistic people during menopause.

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McGill, O. and Robinson, A.

This study explored the long-term impacts of childhood applied behaviour analysis (ABA) on autistic adults through interviews and questionnaires with ten participants. The findings revealed predominantly negative experiences, with participants recalling hidden harms that affected their sense of identity and well-being into adulthood. The study emphasizes the importance of involving autistic individuals in shaping future interventions and research.

Disclaimer: includes accounts of trauma and harm.

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C O'Neill & N Kenny

This Autistic-led qualitative study explored the lived experiences of four Autistic teachers in the Irish education system, highlighting both their strengths, such as deep focus and empathetic relationships with students, and the challenges they face, including stigma, lack of autism awareness among colleagues, and unsuitable school environments. The study calls for increased autism understanding across the education system, including in teacher training and professional development, to foster more inclusive and neurodivergent-friendly environments.

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Nelson, T

This pioneering study explores the unique experiences of Black Autistic girls in UK schools, focusing on how intersecting identities influence their education, particularly through masking and camouflaging behaviours. Using interviews and Disability Critical Race Theory, it highlights the impact of societal norms around race, gender, and ability on their sense of belonging, social navigation, and support needs. The research calls for more inclusive educational practices and urges professionals to challenge systemic biases to create environments where all students can thrive authentically.

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M Botha & E Cage

This mixed-method study explored how autism researchers portray autistic people and whether greater inclusion of autistic individuals in research reduces ableist narratives. Findings showed that researchers using medicalised views of autism were more likely to express dehumanising, objectifying, or stigmatising ideas, while those involving autistic people more in their work showed fewer ableist cues. The study also highlighted deep ideological divides in the field and noted how language can subtly perpetuate harmful ideas, including the objectification and marginalisation of autistic people.

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Dr Gen Komaki

Alexithymia, meaning “no words for feelings,” refers to difficulty in identifying, describing, and processing one’s emotions, originally observed in psychosomatic patients by P.E. Sifneos. This concept has since been applied to broader populations, with recent research exploring its neurological basis, impact on social cognition, and influence on chronic illness outcomes, while also suggesting future studies shift toward the related concept of “alexisomia.”

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Brady, M. J, et al.

This study explored how autistic people experience menopause, revealing that many face intense challenges and barriers to support during this transition. Through focus groups and interviews with 24 participants from Canada and the UK, researchers identified key themes around symptom intensity, midlife adversity, the need for knowledge and connection, and limited access to care. While not all experiences may reflect the wider autistic community, the study highlights the value of shared stories in reducing isolation and informing better support.

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Glasby J, Miller R, Glasby A-M, Ince R and Konteh F.

This research explored the experiences of people with learning disabilities and/or autistic people in long-stay hospitals, alongside families and front-line staff, revealing widespread frustration with a system seen as difficult to navigate and resistant to change. Hospital environments were viewed as unhelpful for recovery, and significant barriers to discharge persist due to systemic inertia, differing professional perspectives, and risk-averse attitudes. Despite longstanding policy efforts, progress remains limited, highlighting the need to centre lived experience in shaping future solutions.

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HEA Sutherland, CJ Crompton, J Long, S Fletcher-Watson

This is an extensive guide for building with Neurodivergence in mind. Whilst this guide takes the form of guidance and recommendations and should not be quoted as if it were a specification or a code of practice, it remains a detailed guidance on the sensory needs of Neurodivergent people wen working with buildings and shared spaces. Working with the widest definition of Neurodivergence, this guide explores inside and outside environments and a range of building types and sizes. Each aspect of a building is taken into account from lighting to walls and floors to ceilings, as well as soft furnishings and area layouts (such as open plan offices).

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Naylor, C

This thesis explores the emerging concept of neurodiversity-affirming (NDA) practice, emphasising the importance of insights from the autistic community in shaping its definition and application. Through a co-produced qualitative survey, key themes identified NDA practice as a philosophical approach rooted in acceptance, respect for autistic identity, and collaboration with autistic individuals, aiming to reduce marginalisation and improve access to services. The study suggests professionals reflect on their values and actively engage in co-production with autistic communities to develop truly affirming practices.

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Christina O'Keeffe, Sinead McNally

This study challenges the deficit-based view of autistic play by directly engaging autistic children in exploring their own experiences and definitions of play through creative, child-chosen methods. The children described play as joyful, autonomous, social or solitary, and deeply meaningful, emphasising the need to center their voices in research and practice. The findings advocate for a shift toward more respectful, inclusive approaches to understanding and supporting authentic play experiences.

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