Dr Nicki Martin


NameDr Nicki Martin
Job titleProfessor Level A
Organisational UnitEducation
ORCIDhttps://orcid.org/0000-0002-2261-4164

Research outputs

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.

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. 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

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.

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

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

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

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.

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.

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.

Autism and old age

Martin, N and Krupa, J (2017). Autism and old age. in: Autism and Intellectual Disability in Adults Hove Pavilion Publishing and Media.

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

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.

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.

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.

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 Publishing and Media. pp. 81-85

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.

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.

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.

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.
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