This study explored the mainstream school experiences of six autistic university students through interviews supported by participant-chosen images. Key themes included inaccessibility, mixed experiences with support, and challenges with peer relationships, such as isolation and difficulty socialising. The study recommends better teacher training, environmental adjustments, and including autistic voices in policy-making to improve inclusion in mainstream education.

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This study explored how autistic and non-autistic people feel about the words used to describe autism, especially in relation to their support for the neurodiversity movement. It found that terms like “neurodivergent,” “difference,” and “disability” were generally preferred, while words like “disorder” and ”deficit” were often disliked, especially by those who supported the neurodiversity movement. These findings can help guide the use of more respectful and inclusive language when talking about autism.

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Neurodivergent and SEND children are over-represented in school exclusions and youth justice systems. A study of the Oakshire Family Support Project found that providing trauma-informed family support helped reduce school exclusions, improve attendance, and lower the risk of later justice involvement. The research suggests this approach could be a more effective way to support at-risk children and their families.

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Inner Eye Production, East London NHS Foundation Trust (ELFT), the University of Bristol, and the British Film Institute (BFI)

On World Autism Awareness Day 2025, the short film Sensory was screened at Curzon Aldgate Cinema to highlight the lived experiences of neurodivergent individuals, particularly in healthcare settings. Developed by a neurodivergent cast, the film emphasises how standard medical environments can unintentionally cause distress for autistic patients and encourages NHS staff to adopt more compassionate, flexible approaches to care.

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S Knapp

This article suggests that sensory and movement differences, rather than difficulties with social communication, are key to understanding autism, and that these differences appear from birth. It challenges the idea that autism can be 'lost,' instead explaining that autistic people may camouflage their traits, which can affect their behaviour and communication. The article highlights the lifelong impact of these sensory and motor differences, urging better support and acceptance, especially for those with additional challenges, such as autistic women, people with ADHD, and those with other neurodivergent traits.

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D Price

Unmasking for Life by Dr Devon Price provides practical tools for Autistic individuals to turn self-acceptance into meaningful action after starting the unmasking process. Building on previous work, Price focuses on five key skills-embracing change, engaging in conflict, challenging unfair norms, tolerating discomfort, and creating personalised ways of living - to help Autistic people advocate for their needs and thrive authentically. The book is a guide to living a more empowered, self-defined Autistic life.

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Cage et al., 2024

This study surveyed 225 autistic adults in Scotland to identify their research priorities, revealing strong interest in topics that directly affect daily life, such as mental health, diagnosis, support services, public attitudes, and issues faced by autistic women. In contrast, topics like genetics, causes, and treatments of autism were seen as less important. The findings highlight a clear need for autism research to align more closely with the lived experiences and priorities of autistic people, supporting broader calls for change in research focus and practice.

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A Nazari, L Alabood, K B Feeley, V Jaswal, D Krishnamurthy

This study addresses the communication challenges faced by nonspeaking autistic individuals by developing an Augmented Reality (AR)-based system that reduces reliance on human assistants. Using Behavioural Cloning, the system learns from real-life interactions to personalise the placement of a virtual letterboard based on each user’s motor patterns. The approach improves accuracy over non-ML methods, offering a promising step toward more autonomous and private communication for nonspeakers.

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V Jaswal, A J Lampi, K M Stockwell

This study tested whether nonspeaking autistic teenagers and adults can learn to spell, a key skill for typed communication. Using a tapping game on an iPad, participants showed behaviors consistent with understanding spelling and word boundaries, such as faster tapping of meaningful letter sequences and pausing before new words. The findings suggest that many nonspeaking autistic individuals have the potential to learn to spell and communicate through typing if given proper support.

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Autistic Realms

The article 'Obstacles in the Way of Neuro-Affirming Practice in Educational Settings' identifies and examines systemic barriers hindering the implementation of neurodiversity-affirming practices in education. These obstacles include rigid fairness models, deficit-based ideologies, over-reliance on behaviourist approaches, and epistemic injustice, which collectively marginalise neurodivergent students. The piece advocates for a paradigm shift towards equity, sensory safety, co-regulation, and inclusive decision-making, emphasising the importance of listening to neurodivergent voices and embracing diverse cognitive and communication styles.

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Nick Walker, Neuroqueer

Nick Walker's essay 'What Is Autism?' offers a concise, evidence-based definition that aligns with the neurodiversity paradigm. He describes autism as a genetically based neurological variant characterised by heightened synaptic connectivity and responsiveness, leading to intense sensory and cognitive experiences. Walker challenges the traditional view of autism as a disorder, suggesting instead that it represents a natural variation in human neurology, akin to differences in ethnicity or sexual orientation (which were pathologised in the past).

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QUAHRC

Series 7 of the Qualitative Open Mic podcast, titled Neurodiversity Matters, highlights how neurodivergent perspectives, particularly from those with autism, ADHD, and dyspraxia can enrich qualitative health research. The first episode features Dr Damian Milton discussing the limitations of mainstream autism theories, introducing the 'double empathy problem,' and emphasising the value of autistic-led research spaces. The series advocates for inclusive, neurodivergent-led approaches to reshape research and knowledge creation.

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