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HomeAcademic staffProfessor Nicola Martin
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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 ReadDoctoral Research ProjectDProf
Mrs Sarah Louise Hodgson-JonesDoctoral Research ProjectDProf
Ms Sharron Jane SturgessAn investigation into social support and social space for autistic university studentsDProf
Mr Stephen TrimbleDoctoral Research ProjectDProf
Mr James GanpatsinghSocial work through neurodivergent eyes – Participatory study with students and educatorsDProf
Ms Joanna KrupaA comparison of how teachers and parents/carers perceive the impact of autism diagnosis on the wellbeing of school-age childrenPhD
Mrs Denise MurdochDoctoral Research ProjectMRes
Miss Mira WilleBlack students' experiences in higher education and the transition to postgraduate studyPhD
Mrs Helen Otteran YoungWhat constitutes fair and inclusive assessment for disabled students in HE?DProf
Mr Andy OwusuDoctoral Research ProjectPhD
Mrs Francesca Elizabeth ArocasDoctoral Research ProjectDProf

Awarded in the last 5 years
Mr Christopher MatthewsPerspectives of mature students on what encouraged them to access Higher Education MEd
Mr Audley Beverley GrahamNEGOTIATING SPACES IN ACADEMIA: WHAT MEDIATING FACTORS IMPACT ON THE PARTICIPATION AND PROGRESSION OF BRITISH AFRICAN CARIBBEAN MALES IN ACADEMIADProf
Ms Nelly AlfandariCritical pedagogies in the secondary school classroom: Space, engagement, and emotionsDProf
Mrs Lucy Catherine AroraProfessional doctorate study and motherhood: A critical discourse analysisDProf
Miss Mynesha SankarNURSING AND MIDWIFERY STUDENTS’ LENS: CONNECTING THEORETICAL KNOWLEDGE WITH CLINICAL PRACTICE: AN INTERPRETATIVE PHENOMENOLOGICAL STUDYDProf
Ms Janet RamdeoBlack Female Teachers in White-Dominated Educational Spaces: Narratives of Professional IdentityDProf
Mrs Cheryl Anne Angell-WellsBEYOND BEING HANDED THE IPAD: A HERMENEUTIC PHENOMENOLOGICAL STUDY OF LECTURERS' LIVED EXPERIENCES OF IPAD ADOPTIONDProf
Mrs Sandra Ellen WoodsExploring the lived experience of Dementia Friends Champions: Poetic representationDProf
Ms Claire Patricia FelixCRACKING THE CODE: FACTORS THAT INFLUENCE ACADEMIC SUCCESS ON THE SOCIAL WORK DEGREE A NEWLY QUALIFIED BLACK SOCIAL WORKER’S PERSPECTIVEDProf
Miss Paula Sanchez'Against the norm' mothering: A reflexive thematic analysis of autistic motherhoodPhD
Audley GrahamDProf (taught)
Rachel Beth PictonDProf
PhD

Derby University

2009
2012
MA and PG Cert Autism in Education

Manchester Metropolitan University

1998
1999
MEd

University of Virginia

1985
1986
BEd

Northumbria University

1979
1982
Head of Wellbeing and Disability Services
London School of Economics

2009
2013
Education
Principal Lecturer, Inclusive Practice; leading the Autism Centre, Disability Services and Sheffield Assistive Technology Centre
Sheffield Hallam University

2005
2009
Education
FunderYear wonProjectRole
NHS England2024Transitioning Autistic Adults to Residential Care Principal Investigator
National Association of Disability Practitioners Ltd2023LSS_Working with autistic students_NADPPrincipal Investigator
UKRI2023The impact of the COVID-19 pandemic on the career progress of disabled researchers in intersection with race, gender and caring responsibilityCo-Investigator
NADP2023NADP Research Contract TenderPrincipal Investigator
Cabinet Office2023thematic report on relationships/loneliness, family and friends of disabled people in the UKCo-Investigator
NHS England2022GP surgery sensory environment toolkitPrincipal Investigator
NHS England2022Autism training for General Practitioners by autistic doctorsPrincipal Investigator
The John & Lorna Wing Foundation 2021National Health Service General Practitioners’ Knowledge, Attitudes and Practices with Regards to Annual Health Checks for Autistic Adults and Mandatory Autism Training Principal Investigator
National Association of Disability Practitioners Ltd2021NADP amendmentsPrincipal Investigator
National Association of Disability Practitioners Ltd2020CPD_Cygnet mentoring project round 3Principal Investigator
National Association of Disability Practitioners Ltd2020CPD_Cygnet mentoring project round 2Principal Investigator
Surrey County Council2019App Res_SCC_Cullum Centres ReviewCo-Investigator
Surrey County Council2019Supporting Surrey’s ambition and children’s transformation programme around autism Co-Investigator
University for the Creative Arts2019G097_Training_UCA_N MartinPrincipal Investigator
University of the West of England2018G096_Training_UWE_N MartinPrincipal Investigator
The John & Lorna Wing Foundation 2019An evidence-based approach to identifying, understanding and improving practical and social support and wellbeing for autistic+adults over 45 and their family carersPrincipal Investigator
Society for Research into Higher Education (SRHE)2017RS_057_LSS_NickiMartin_Implementing inclusive teaching and learning in UK higher educationPrincipal Investigator
Leadership Foundation for Higher Education2018G074_AppRes_Advance HE_Disabled LeadershipPrincipal Investigator
Perseid School2017Best sensory practice with autistic childrenPrincipal Investigator
ProposalProjectRoleFunderStatusStatus last updated
PSL1920-0055_App Res_SCC_Cullum Centres ReviewApp Res_SCC_Cullum Centres ReviewCo-InvestigatorSurrey County CouncilOPEN Approved for submissionSep 2020
CPD_Cygnet mentoring project round 2CPD_Cygnet mentoring project round 2Principal InvestigatorNational Association of Disability Practitioners LtdOPEN SubmittedMar 2020
Transitioning Autistic Adults to Residential Care Transitioning Autistic Adults to Residential Care Principal InvestigatorNHS EnglandOPEN Approved for submissionMar 2024
Mind The Gap bid- My Creative LocalMind The Gap bid- My Creative LocalPrincipal InvestigatorMind The GapOPEN In preparationApr 2024
Workstream 3) Community Research and Co-Production Worksteam Workstream 3) Community Research and Co-Production Worksteam Co-InvestigatorSouthwark CouncilOPEN In preparationMar 2024
Investigating intervention in HE to support autistic learners, retention and success.Investigating intervention in HE to support autistic learners, retention and success.Principal InvestigatorNuffield Foundation OPEN SubmittedMar 2024
Access to health and dental checks for older autistic adults with intellectual impairmentsAccess to health and dental checks for older autistic adults with intellectual impairmentsPrincipal InvestigatorAutisticaOPEN Approved for submissionSep 2022
National Health Service General Practitioners’ Knowledge, Attitudes and Practices with Regards to Annual Health Checks for Autistic Adults and Mandatory Autism Training National Health Service General Practitioners’ Knowledge, Attitudes and Practices with Regards to Annual Health Checks for Autistic Adults and Mandatory Autism Training Principal InvestigatorThe John & Lorna Wing Foundation OPEN Approved for submissionMar 2021
G096_Training_UWE_N MartinG096_Training_UWE_N MartinPrincipal InvestigatorUniversity of the West of EnglandOPEN Approved for submissionJan 2019
G074_AppRes_Advance HE_Disabled LeadershipG074_AppRes_Advance HE_Disabled LeadershipPrincipal InvestigatorLeadership Foundation for Higher EducationOPEN Approved for submissionApr 2019
Higher Education Academy
2019
National Association of Disability Practitioners
2017
British Dyslexia Association
1998
Royal Society of Arts
2015
CPD Standards Office
2018
Higher Education Academy
2016
Westminster Autism Commission
2018

Editor-in-Chief
2008

Guest editor
2020
2020

Editorial/Advisory Board Member
2020
2020
University of Strathclyde
External examiner

Autism

September 2010
July 2015
University of Birmingham
External examiner

Autism

September 2008
July 2014
University of Middlesex
External examiner

Autism and neurodiversity

September 2022
Edge Hill University
External examiner

Inclusive Education

September 2023
British Dyslexia Association

Parliamentary Advisor

Third sector
September 2012
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


Identifying, understanding and improving practical and social support and wellbeing for autistic adults with intellectual impairment over the age of 45 years and their family carers
Chaplin, E., Martin, N., Krupa, J., Knowles, G., Mayhew, M. and Sanchez, P. Identifying, understanding and improving practical and social support and wellbeing for autistic adults with intellectual impairment over the age of 45 years and their family carers. Good Autism Practice.

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.

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.

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).

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).

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

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

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).

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.

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.

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

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.

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.

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.

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

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

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.

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.

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

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.

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.

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

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

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

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

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.

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.

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.

Autism and old age
Martin, N and Krupa, J (2017). Autism and old age. in: Autism and Intellectual Disability in Adults Hove Pavilion.

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

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.

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.

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

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.

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.

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.

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.