6th year part-time – writing up phase
Educational discourse and the autistic student: a study using Q-sort methodology
The proposed project will aim to see how stakeholders (adults on the spectrum, parents of secondary school age children on the spectrum, practitioners, and academics), construct educational discourse. It will also investigate how these discourses are translated into educational practice, and how people position themselves in respect to various dominant narratives within the field. The discourse of the various stakeholders in the education of people on the autism spectrum will be analysed using both quantitative and qualitative data obtained from a Q-sort methodology, administered online through PoetQ software.
- Q-sort methodology
- Knowledge production and ‘insider’ positionality
Mentoring at London South Bank University (ongoing)
Autism Education Trust – Training Materials (2012), Competency Framework for practitioners (2012), Early Years Materials (ongoing), Guide for Parents (finished).
Lead content writer for the NAS Ask autism modules (2012-14).
Lead consultant – Ask autism project, National Autistic Society: http://www.autism.org.uk/askautism
Dr Kerstin Wittemeyer and Dr Glenys Jones
Membership of Research and Professional Organisations
Autism Education Trust. (member of the Programme Board),
British Psychological Society.
Institute for Learning.
British Sociological Association.
King’s College Autism Ethics Group.
Research Autism. (Member of the Scientific and Advisory Committee),
The Critical Journal of Interdisciplinary Autism Studies. (Member of the Editorial Team – Autonomy),
The International Journal of Research and Practice. (Member of the Editorial Board - Autism)
McDonnell, A. and Milton, D. (2014) Going with the flow: reconsidering ‘repetitive behaviour’ through the concept of ‘flow states’. In G. Jones and E. Hurley (Eds): Good Autism
Practice: Autism, Happiness and Wellbeing, pp. 38-47. Book details
Milton, D. (2014) Fragments: putting the self back into the picture. In G. Jones and E. Hurley (Eds): Good Autism Practice: Autism, Happiness and Wellbeing, pp. 58-63. Book details
Milton, D. (2014) So what exactly are autism interventions intervening with? Good Autism Practice, Vol. 15(2): 6-14.
Milton, D. (2014) Becoming autistic: an aut-ethnography. Cutting Edge Psychiatry in Practice. Issue 4: Autism Spectrum Disorder: 185-192.
Milton, D. (2014) Autistic expertise: A critical reflection on the production of knowledge in autism studies. Autism DOI:10.1177/1362361314525281
Milton, D. (2013) ”Filling in the gaps”, a micro-sociological analysis of autism. Autonomy: the Journal of Critical Interdisciplinary Autism Studies. Vol. 1(2).
Milton, D. and Bracher, M. (2013) Autistics speak but are they heard? Medical Sociology Online. Vol. 7(2): 61-69.
Milton, D., Mills, R. and Pellicano, L. (2012) Ethics and Autism: Where is the Autistic Voice? Commentary on Post et al. Journal of Autism and Developmental Disabilities. Published online 11/12/12.
Milton, D. and Moon, L. (2012) “And that Damian is what I call life changing”: findings from an action research project involving autistic adults in an online sociology study group. Good Autism Practice. Vol. 13(2): 32-39.
Milton, D. and Lyte (2012) The normalisation agenda and the psycho-emotional disablement of autistic people, Autonomy: the Journal of Critical Interdisciplinary Autism Studies. Vol. 1(1).
Milton, D. (2012) So what exactly is autism? [resource linked to competency framework]. Autism Education Trust.
Milton, D. (2012) On the Ontological Status of Autism: the ‘Double Empathy Problem’. Disability and Society. Vol. 27(6): 883-887. DOI: