Dr Nicki Martin
| Name | Dr Nicki Martin |
|---|---|
| Job title | Professor Level A |
| Organisational Unit | Education |
Research outputs
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.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.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.Guest editorial
Milton, DEM and Martin, N (2018). Guest editorial. Advances in Autism. 4 (4), pp. 153-154.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).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: Ableism in Academia UCL Press.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.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.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.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.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.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.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. 81-85Encouraging 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.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.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.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.Compassionate Balliol
Martin, N (2015). Compassionate Balliol. Journal of inclusive further and higher education. 6 (1), pp. 58-61.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. 49-52.386
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