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“There’s Only So Much the School Can Change About Itself … Before You Need to Change Something About Yourself”—a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers
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“There’s Only So Much the School Can Change About Itself … Before You Need to Change Something About Yourself”—a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers (2024)“There’s Only So Much the School Can Chan…Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023)Compassionate pedagogy for ne…Thematic Analysis: A Practical Guide (2022)Thematic Analysis: A Practica…Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education (2022)Building Neurodiversity-Inclu…Academic, Activist, or Advocate? Angry, Entangled, and Emerging: A Critical Reflection on Autism Knowledge Production (2021)Academic, Activist, or Advoca…One size fits all? What counts as quality practice in (reflexive) thematic analysis? (2020)One size fits all? What count…Neurodiversity in higher education: a narrative synthesis (2020)Neurodiversity in higher educ…Dropping out and moving on: A qualitative study of autistic people’s experiences of university (2020)Dropping out and moving on: A…"Autism is me": an investigation of how autistic individuals make sense of autism and stigma (2020)"Autism is me": an investigat…The AASPIRE practice-based guidelines for the inclusion of autistic adults in research as co-researchers and study participants (2019)The AASPIRE practice-based gu…Not lazy, not faking: teaching and learning experiences of university students with disabilities (2018)Not lazy, not faking: teachin…Improving research about us, with us: a draft framework for inclusive autism research (2017)Improving research about us, …Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs (2014)Higher Education Experiences …On the ontological status of autism: the ‘double empathy problem’ (2012)On the ontological status of …The impact of dyslexia on pupils' self‐esteem (2010)The impact of dyslexia on pup…A Realist Approach For Qualitative Research (2008)A Realist Approach For Qualit…The Impact of Anonymity on Responses to Sensitive Questions1 (2000)The Impact of Anonymity on Re…Studies in Ethnomethodology. 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References

  • 2020One size fits all? What counts as quality practice in (reflexive) thematic analysis?12,697 cited
  • 2022Thematic Analysis: A Practical Guide5,648 cited
  • 2012On the ontological status of autism: the ‘double empathy problem’2,165 cited
  • 2008A Realist Approach For Qualitative Research1,010 cited
  • 2019The AASPIRE practice-based guidelines for the inclusion of autistic adults in research as co-researchers and study participants553 cited
  • 2020Neurodiversity in higher education: a narrative synthesis489 cited
  • 2014Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs474 cited
  • 2020"Autism is me": an investigation of how autistic individuals make sense of autism and stigma453 cited
  • 2000The Impact of Anonymity on Responses to Sensitive Questions1334 cited
  • 2021Academic, Activist, or Advocate? Angry, Entangled, and Emerging: A Critical Reflection on Autism Knowledge Production233 cited
  • 2017Improving research about us, with us: a draft framework for inclusive autism research215 cited
  • 2023Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis185 cited
  • 2022Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education164 cited
  • 2020Dropping out and moving on: A qualitative study of autistic people’s experiences of university

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138 cited
  • 2010The impact of dyslexia on pupils' self‐esteem123 cited
  • 2018Not lazy, not faking: teaching and learning experiences of university students with disabilities100 cited
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