Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic

Journal article

Martin, N. and Peacock, B. (2020). Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic . Good Autism Practice. 21 (2), pp. 5-10.
AuthorsMartin, N. and Peacock, B.
Abstract

This advice is given in the form of numbered points in no
particular order. Some will be very relevant and useful to
some autistic children and young people and their families
and others will not. It is for the reader to select those that make most sense and seem worth trying. As this document was developed at the start of the pandemic lockdown, transition back in to school /college was not then at
the top of the priority list. Supporting learners going back
into schools and colleges which may look very different
from their pre pandemic presentation is clearly an important consideration now. The first bullet point raises this
concern which is unpacked further later in the document.

Year2020
JournalGood Autism Practice
Journal citation21 (2), pp. 5-10
PublisherBild
Publication dates
Online01 Oct 2020
Publication process dates
Deposited08 Dec 2020
Accepted01 Sep 2020
Publisher's version
Permalink -

https://openresearch.lsbu.ac.uk/item/8v920

Download files

Publisher's version
Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic Martin Peacock.pdf

  • 219
    total views
  • 46
    total downloads
  • 4
    views this month
  • 2
    downloads this month

Export as

Related outputs

General Practitioner Autism Training and Mandatory Medical Training: A Cross-Sectional Study of GPs’ Knowledge, Attitudes and Practices
Chown, N., Shaw, S.C.K., Doherty, M., Johnson, M., Krupa, J., Martin, N. and Brooker-Corcoran, M. (2023). General Practitioner Autism Training and Mandatory Medical Training: A Cross-Sectional Study of GPs’ Knowledge, Attitudes and Practices. Canadian Journal of Educational and Social Studies. 3 (1), pp. 1-16. https://doi.org/10.53103/cjess.v3i1.99
Contemplating teacher talk through a critical autism studies lens
Hodge, N., Douglas, P., Kruth, M., Connolly, S., Martin, N., Gowler, K. and Smith, C. (2022). Contemplating teacher talk through a critical autism studies lens. in: Milton, D. and Ryan, S. (ed.) The Routledge International Handbook of Critical Autism Studies London Routledge (Taylor & Francis Group).
Inclusive Adult Educational Opportunities within the Criminal Justice System: Reflecting on the work of the charity Theatre in Prison and Probation (TiPP).
Dolan-Martin, D. and Martin, N. (2022). Inclusive Adult Educational Opportunities within the Criminal Justice System: Reflecting on the work of the charity Theatre in Prison and Probation (TiPP). Journal of Inclusive Practice in Further and Higher Education. 14 (1).
Healthcare Barriers, Health Outcomes, and Annual Health Checks for Autistic Adults: A Cross-Sectional Study of General Practitioners’ Knowledge, Attitudes and Practices
Chown, N., Shaw, S.C.K., Doherty, M., Johnson, M., Krupa, J., Martin, N. and Brooker-Corcoran, M. (2022). Healthcare Barriers, Health Outcomes, and Annual Health Checks for Autistic Adults: A Cross-Sectional Study of General Practitioners’ Knowledge, Attitudes and Practices . Canadian Journal of Educational and Social Studies . 2 (4), pp. 179-199. https://doi.org/10.53103/cjess.v2i4.57
Guest editorial
Fertig, H., Martin, N. and Waltz, M. (2021). Guest editorial. Advances in Autism. 7 (1). https://doi.org/10.1108/AIA-01-2021-0007
Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison
Martin, N. (2021). Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison. Journal of Inclusive Practice in Further and Higher Education. 13 (1).
Cancer, Bereavement and Work
Martin, N. (2021). Cancer, Bereavement and Work. in: Brown, N. (ed.) Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education Bristol Bristol University Press.
Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students
Martin, N. and Cannon, H. (2020). Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students. Journal of Inclusive Practice in Further and Higher Education. 12 (1), pp. 65-86.
The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace
Wilson, L., Martin, N., Conway, J. and Turner, P. (2020). The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace. NADP.
Perspectives on UK university employment from autistic researchers and lecturers
Martin, N. (2020). Perspectives on UK university employment from autistic researchers and lecturers. Disability & Society. 36 (9), pp. 1510-1531. https://doi.org/10.1080/09687599.2020.1802579
Autism in Black, Asian and Minority Ethnic Communities: A Report on The First Autism Voice UK Symposium
Kandeh, M.S., Kandeh, M.K., Martin, N. and Krupa, J. (2020). Autism in Black, Asian and Minority Ethnic Communities: A Report on The First Autism Voice UK Symposium. Advances in Autism. 6 (2), pp. 165-175. https://doi.org/10.1108/AIA-12-2018-0051
University through the eyes of autistic students and staff
Martin, N. (2020). University through the eyes of autistic students and staff. in: Milton, D. (ed.) Neurodiversity Reader
Practical Scholarship: Optimising Beneficial Research Collaborations Between Autistic Scholars, Professional Services Staff and ‘Typical Academics’ in UK Universities
Martin, N. (2020). Practical Scholarship: Optimising Beneficial Research Collaborations Between Autistic Scholars, Professional Services Staff and ‘Typical Academics’ in UK Universities. in: Chown, N. (ed.) Neurodiversity: A New Critical Paradigm Routledge.
Implementing Inclusive Teaching and Learning in UK Higher Education – Utilising Universal Design for Learning (UDL) as a Route to Excellence
Martin, N, Wray, M, James, A, Draffan, EA, Krupa, J and Turner, P (2019). Implementing Inclusive Teaching and Learning in UK Higher Education – Utilising Universal Design for Learning (UDL) as a Route to Excellence. Society for Research into Higher Education.
Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice
Martin, N. (2019). Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice . Journal of Inclusive Practice in Further and Higher Education. 11 (1), pp. 52-53.
A Practical Response to Ableism in Leadership in UK Higher Education
Martin, N. (2019). A Practical Response to Ableism in Leadership in UK Higher Education. in: Brown, N. and Leigh, J. (ed.) Ableism in Academia UCL Press.
Identifying and Addressing Barriers to Employment of Autistic Adults
Martin, N, Barnham, C and Krupa, J (2019). Identifying and Addressing Barriers to Employment of Autistic Adults. Journal of Inclusive Practice in Further and Higher Education. 10 (1), pp. 56-77.
Pastoral care and intellectual disability. A person-centred approach
Martin, N (2019). Pastoral care and intellectual disability. A person-centred approach. Disability and Society. 34 (3). https://doi.org/10.1080/09687599.2018.1563988
A critical reflection on the development of the Participatory Autism Research Collective (PARC)
Milton, D, Ridout, S, Kourti, M, Loomes, G and Martin, N (2019). A critical reflection on the development of the Participatory Autism Research Collective (PARC). Tizard Learning Disability Review. https://doi.org/10.1108/TLDR-09-2018-0029
The sensory school: working with teachers, parents and pupils to create good sensory conditions
Martin, N, Milton, DEM, Krupa, J, Brett, S, Bulman, K, Callow, D, Copeland, F, Cunningham, L, Ellis, W, Harvey, T, Moranska, M, Roach, R and Wilmot, S (2019). The sensory school: working with teachers, parents and pupils to create good sensory conditions. Advances in Autism. 5 (2), pp. 131-140. https://doi.org/10.1108/AIA-09-2018-0034
Autism and old age
Martin, N and Krupa, J (2017). Autism and old age. in: Autism and Intellectual Disability in Adults Hove Pavilion.
Guest editorial
Milton, DEM and Martin, N (2018). Guest editorial. Advances in Autism. 4 (4), pp. 153-154. https://doi.org/10.1108/AIA-10-2018-041
Supporting the inclusion of autistic children
Martin, N and Milton, D (2017). Supporting the inclusion of autistic children. in: Knowles, G (ed.) Supporting Inclusive Practice and ensuring opportunity is equal for all Routledge.
Beyond reasonable adjustment: autistic-friendly spaces and Universal Design
Milton, D, Martin, N and Melham, P (2016). Beyond reasonable adjustment: autistic-friendly spaces and Universal Design. in: Milton, D and Martin, N (ed.) Autism and Intellectual Disabilities in Adults Vol. 1 Hove Pavilion. pp. 81-85
Encouraging disabled leaders in higher education: recognising hidden talents
Martin, N (2017). Encouraging disabled leaders in higher education: recognising hidden talents. Leadership Foundation for Higher Education.
The development and evaluation of a mentor training program for those working with autistic adults
Milton, D, Sims, T, Dawkins, G, Martin, N and Mills, R (2017). The development and evaluation of a mentor training program for those working with autistic adults. Good Autism Practice. 18 (1), pp. 25-33.
The Cambridge Project: reflections on a university-based AS social group
Hastwell, J, Martin, N, Baron-Cohen, S and Harding, J (2017). The Cambridge Project: reflections on a university-based AS social group. Good Autism Practice. 18 (1), pp. 97-105.
Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study
Martin, N, Milton, D, Sims, T, Dawkins, G, Baron-Cohen, S and Mills, R (2017). Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study. Advances in Autism. 3 (4). https://doi.org/10.1108/AIA-06-2017-0013
Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions.
Wilson, L and Martin, N (2017). Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions. Journal of Inclusive Practice in Further and Higher Education.
Considering employment of young people with intellectual impairment and autism leaving school and college
Barnham, C and Martin, N (2017). Considering employment of young people with intellectual impairment and autism leaving school and college. Autism and Intellectual Disability in Adults. 2 (1), pp. 53-59.
Inclusive teaching and learning: what's next?
Draffan, E, James, A and Martin, N (2017). Inclusive teaching and learning: what's next? Journal of Inclusive Practice in Further and Higher Education. 9 (1), pp. 23-34.
REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning
Martin, N (2016). REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning. National Autism Society 2016 Professional Conference. Telford 01 - 02 Mar 2016 London South Bank University.
Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates
Chown, N, Beardon, L, Martin, N and Ellis, S (2016). Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 22-38.
Developing a user informed training package for mentoring people on the autism spectrum
Sims, T, Milton, D, Martin, N and Dawkins, J (2016). Developing a user informed training package for mentoring people on the autism spectrum. Journal of Inclusive Practice in Further and Higher Education. 7 (1), pp. 49-52.
Compassionate Balliol
Martin, N (2015). Compassionate Balliol. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 58-61.
Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice
Martin, N (2012). Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice. Good Autism Practice. 13 (1), pp. 56-63.
What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words)
Beardon, L, Martin, N and Woolsey, I (2009). What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words). Good Autism Practice. 10 (2), pp. 35-43.
Personal statements: helping transition to further education and employment
Martin, N (2008). Personal statements: helping transition to further education and employment. Good Autism Practice. 8 (2), pp. 17-20.