Academic staff
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As Professor of Social Justice and Inclusive Education I lead the research phase of the Education Doctorate at LSBU. I currently supervise eight doctoral students and have sixteen doctoral completions.
My teaching is mainly in the Division of Education. I take a lead in ensuring that inclusion and universal design for learning is embedded in the curriculum and student experience at all levels.
My research extends beyond education and is concerned with social inclusion generally and disability more specifically. The principle 'nothing about us without us' informs my participatory approach. I am impact lead for Law and Social Sciences.
My research interests centre around inclusive education in various settings across the age range into adulthood. Settings include prisons, schools, community groups and further and higher education.
As Professor of Social Justice and Inclusive Education I lead on impact for Law and Social Sciences. I was interim co-lead of the interdisciplinary LSBU Research Centre for Social Justice and Global Responsibility from 2021-23 and currently lead the Critical Autism and Disability Studies Research Forum which has an international reach.
Alongside properly paid and supported employed autistic colleagues, I research ways in which society could be more conducive to fulfilling lives of autistic people. Most recently my focus has been on access to health and social care services and employment. My autism research became a 2021 REF Impact Case Study. I am a founder member of The Westminster Autism Commission.
I deliver CPD on autism and social inclusion, approved by the DfE, as an accredited speaker of the National CPD Standards Office. My focus is on mentoring and I work closely with The National Association of Disability Practitioners on mentoring autistic students.
Much of my research around student experience is collaborative with colleagues in disability and professional services, and student voice is always central. The aim of all my research is to produce outcomes of practical use to and ensure that these are embedded in student experience. I have held various advisory roles with external bodies to further this agenda. My open access research papers have been viewed over 26000 times and my aim is to communicate accessibly in order to influence practice. I am frequently called upon to present at conferences nationally and internationally, particularly on research around student experience.
I am a National Teaching Fellow and hold, or have held, visiting professorships and fellowships at: Hong Kong Institute of Education, Trinity College Cambridge, Sheffield Hallam University, Northampton University and the RSA.
Currently I am working on three edited books about Universal Design for Learning in Higher Education, disabled student support and autism through the life span. I am an editor for the Journal of Inclusive Practice in Further and Higher Education and reviewer for various journals.
Until recently I was staff Governor and member of Academic Board. I have fulfilled similar roles numerous times in various institutions and always take the responsibility seriously.
I am a supportive colleague and take pride and pleasure in encouraging other people.
Courses taught
Professional Doctorate in Education with specific focus on social justice and inclusion - EdD
Postgraduate Research Supervision
Current
Mr Andrew Christopher Levett Read | Doctoral Research Project | DProf |
Mr Justyn Rodney Mackay | Whose voice is it anyway? Understanding Authentic Voice in ‘SEN’ learning support. | DProf |
Mrs Sarah Louise Hodgson-Jones | Doctoral Research Project | DProf |
Ms Sharron Jane Sturgess | An investigation into social support and social space for autistic university students | DProf |
Mr Stephen Trimble | Doctoral Research Project | DProf |
Mr James Ganpatsingh | Social work through neurodivergent eyes – Participatory study with students and educators | DProf |
Ms Joanna Krupa | A comparison of how teachers and parents/carers perceive the impact of autism diagnosis on the wellbeing of school-age children | PhD |
Mrs Denise Murdoch | Doctoral Research Project | MRes |
Miss Mira Wille | Black students' experiences in higher education and the transition to postgraduate study | PhD |
Mrs Helen Otteran Young | What constitutes fair and inclusive assessment for disabled students in HE? | DProf |
Mr Andy Owusu | Doctoral Research Project | PhD |
Mrs Francesca Elizabeth Arocas | Doctoral Research Project | DProf |
Awarded in the last 5 years
Mr Christopher Matthews | Perspectives of mature students on what encouraged them to access Higher Education | MEd |
Ms Nelly Alfandari | Critical pedagogies in the secondary school classroom: Space, engagement, and emotions | DProf |
Mr Audley Beverley Graham | NEGOTIATING SPACES IN ACADEMIA: WHAT MEDIATING FACTORS IMPACT ON THE PARTICIPATION AND PROGRESSION OF BRITISH AFRICAN CARIBBEAN MALES IN ACADEMIA | DProf |
Mrs Lucy Catherine Arora | Professional doctorate study and motherhood: A critical discourse analysis | DProf |
Miss Mynesha Sankar | NURSING AND MIDWIFERY STUDENTS’ LENS: CONNECTING THEORETICAL KNOWLEDGE WITH CLINICAL PRACTICE: AN INTERPRETATIVE PHENOMENOLOGICAL STUDY | DProf |
Ms Janet Ramdeo | Black Female Teachers in White-Dominated Educational Spaces: Narratives of Professional Identity | DProf |
Miss Paula Sanchez | 'Against the norm' mothering: A reflexive thematic analysis of autistic motherhood | PhD |
Audley Graham | DProf (taught) | |
Rachel Beth Picton | DProf |
Derby University
Manchester Metropolitan University
University of Virginia
Northumbria University
Autism
Autism
Autism and neurodiversity
Inclusive Education
Parliamentary Advisor
Prizes, awards, and accolades
National Teaching Fellowship Award (Jun 2015)
Advance-HE
Evidence to public body
May 2019
Member of Westminster Autism Commission since 2019
Improving support for older autistic adults with intellectual impairments and their family carers
Chaplin, E., Martin, N., Krupa, J., Knowles, G., Mayhew, M. and Sanchez, P. (2024). Improving support for older autistic adults with intellectual impairments and their family carers. Good Autism Practice. 25 (1), pp. 49-57.
"Not as simple as right or wrong": A themed report on social care and support for disabled people in the UK
Brown, N., Martin, N. and Premkumar, P. (2024). "Not as simple as right or wrong": A themed report on social care and support for disabled people in the UK.
An Interpretive Phenomenological Analysis of the Experiences of Autistic Psychiatrists: “If We Can't Recognize Ourselves, How Can We Diagnose Autistic Patients Accurately?”
Doherty, M., Chown, N., Martin, N. and Shaw, S. (2024). An Interpretive Phenomenological Analysis of the Experiences of Autistic Psychiatrists: “If We Can't Recognize Ourselves, How Can We Diagnose Autistic Patients Accurately?”. INSAR 2023. Stockholm, Sweden 15 - 18 May 2023 International Society for Autism Research.
Human Rights: The Right to Work in Academia
Birchall, D. and Martin, N. (2023). Human Rights: The Right to Work in Academia. Journal of Inclusive Practice in Further and Higher Education. 15 (1), pp. 75-101.
General Practitioner Autism Training and Mandatory Medical Training: A Cross-Sectional Study of GPs’ Knowledge, Attitudes and Practices
Chown, N., Shaw, S.C.K., Doherty, M., Johnson, M., Krupa, J., Martin, N. and Brooker-Corcoran, M. (2023). General Practitioner Autism Training and Mandatory Medical Training: A Cross-Sectional Study of GPs’ Knowledge, Attitudes and Practices. Canadian Journal of Educational and Social Studies . 3 (1), pp. 1-16. https://doi.org/10.53103/cjess.v3i1.99
Introducing critical autism studies (CAS) from the Anglophone research
Lefebvre, M-E., Chown, N. and Martin, N. (2023). Introducing critical autism studies (CAS) from the Anglophone research. Canadian Journal of Disability Studies. 12 (1).
Healthcare Barriers, Health Outcomes, and Annual Health Checks for Autistic Adults: A Cross-Sectional Study of General Practitioners’ Knowledge, Attitudes and Practices
Chown, N., Shaw, S.C.K., Doherty, M., Johnson, M., Krupa, J., Martin, N. and Brooker-Corcoran, M. (2022). Healthcare Barriers, Health Outcomes, and Annual Health Checks for Autistic Adults: A Cross-Sectional Study of General Practitioners’ Knowledge, Attitudes and Practices . Canadian Journal of Educational and Social Studies . 2 (4), pp. 179-199. https://doi.org/10.53103/cjess.v2i4.57
Contemplating teacher talk through a critical autism studies lens
Hodge, N., Douglas, P., Kruth, M., Connolly, S., Martin, N., Gowler, K. and Smith, C. (2022). Contemplating teacher talk through a critical autism studies lens. in: Milton, D. and Ryan, S. (ed.) The Routledge International Handbook of Critical Autism Studies London Routledge (Taylor & Francis Group).
Inclusive Adult Educational Opportunities within the Criminal Justice System: Reflecting on the work of the charity Theatre in Prison and Probation (TiPP).
Dolan-Martin, D. and Martin, N. (2022). Inclusive Adult Educational Opportunities within the Criminal Justice System: Reflecting on the work of the charity Theatre in Prison and Probation (TiPP). Journal of Inclusive Practice in Further and Higher Education. 14 (1).
The Metanarrative of Cancer: Disrupting the Battle Myth
Martin, N. (2021). The Metanarrative of Cancer: Disrupting the Battle Myth. in: Bolt, D. (ed.) Metanarratives of Disability Routledge.
Guest editorial
Fertig, H., Martin, N. and Waltz, M. (2021). Guest editorial. Advances in Autism. 7 (1). https://doi.org/10.1108/AIA-01-2021-0007
Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison
Martin, N. (2021). Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison. Journal of Inclusive Practice in Further and Higher Education. 13 (1).
Cancer, Bereavement and Work
Martin, N. (2021). Cancer, Bereavement and Work. in: Brown, N. (ed.) Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education Bristol Bristol University Press.
Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students
Martin, N. and Cannon, H. (2020). Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students. Journal of Inclusive Practice in Further and Higher Education. 12 (1), pp. 65-86.
Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic
Martin, N. and Peacock, B. (2020). Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic . Good Autism Practice. 21 (2), pp. 5-10.
The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace
Wilson, L., Martin, N., Conway, J. and Turner, P. (2020). The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace. NADP.
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. 36 (9), pp. 1510-1531. 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
University through the eyes of autistic students and staff
Martin, N. (2020). University through the eyes of autistic students and staff. in: Milton, D. (ed.) Neurodiversity Reader
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.
Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice
Martin, N. (2019). Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice . Journal of Inclusive Practice in Further and Higher Education. 11 (1), pp. 52-53.
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.
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
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
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
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.
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
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.
Autism and old age
Martin, N and Krupa, J (2017). Autism and old age. in: Autism and Intellectual Disability in Adults Hove Pavilion.
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.
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. pp. 81-85
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.
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.
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
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.
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.
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.
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.
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.
Compassionate Balliol
Martin, N (2015). Compassionate Balliol. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 58-61.
Unusual Talent: a Study of Successful Leadership and Delegation in Entrepreneurs who have Dyslexia
Logan, J. and Martin, N. (2012). Unusual Talent: a Study of Successful Leadership and Delegation in Entrepreneurs who have Dyslexia. The Journal of Inclusive Practice in Further and Higher Education. 4 (1), pp. 57-67.
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.