All children deserve access to a high-quality education. Yet we know that autistic children often report negative experiences of school. CRAE research focuses on better understanding the educational experiences of autistic children, and identifying effective, evidence-based ways to best support them. Some examples of our educationally-focused research projects are listed below:
Pan London Autism Schools Network – Research Group: PLASN-R is a network of senior leaders from autism specialist schools in London and surrounding areas, alongside autism researchers from a range of London-based universities. Together, the goal is to identify priorities for research, share best practices in educational and research settings, and co-design/co-produce research. This initiative is particularly important since the children and young people in PLASN-R schools are often excluded from research opportunities due to the nature of their support needs.
CRAE lead: Laura Crane
- Croydon, A., Remington, A., Kenny, L., & Pellicano, E. (2019). ‘This is what we’ve always wanted’: Perspectives on young autistic people’s transition from special school to mainstream satellite classes. Autism & Developmental Language Impairments.
- Boesley, L., & Crane, L. M. (2018). “Forget the ‘Health and Care’ and just call them Education Plans”: SENCOs’ perspectives on Education, Health and Care (EHC) plans. Journal of Research in Special Educational Needs.
- Sproston, K., Sedgewick, F., & Crane, L. M. (2017). Autistic girls and school exclusion: perspectives of students and their parents. Autism and Developmental Language Impairments.
Exploring educational experiences of autistic people with and without Pathological Demand Avoidance: Exploring educational experiences of autistic people with and without Pathological Demand Avoidance: Pathological Demand Avoidance (PDA) is not in the international diagnostic manuals (e.g., DSM or ICD), yet it is increasingly being described as a presentation of autism (even being diagnosed by some clinicians in the UK).
There is currently very little knowledge of the ways in which PDA affects people’s educational experiences or their ability to get support from educational professionals. Our research examines the educational experiences of autistic people with and without a diagnosis of PDA. The goal is to identify similarities and differences in the educational experiences of these groups and to explore the extent to which a diagnosis of PDA may (or may not) provide access to better and more appropriate support for autistic children who display extreme demand avoidance behaviours.
- Coming soon!