Category: Acorns Network News

World Autism Day 2020

This year’s World Autism Day comes at a time of uncertainty for many.  Today, more than ever, we are reminded of the importance of community.  The Autism Community Research Network @ Southampton (ACoRNS) would like to pay tribute to our early years, primary, secondary, FE and residential setting partners, all of the education practitioners we […]

ACoRNS partner, Hill House, receives ‘Outstanding’ Ofsted results

Our congratulations go to ACoRNS partner, Hill House, for the tremendous ‘Outstanding’ results they have received from Ofsted! Hill House’s partnership with ACoRNS is mentioned in their Ofsted report, noting that ‘they seek advice from beyond the school to support their work, liaising with other local experts and carrying out research through their link with […]

ACoRNS contributes to Parliamentary briefing on Autism

The Parliamentary Office of Science and Technology (POST) has issued a briefing on Autism to which ACoRNS members contributed. The briefing provides a wide-ranging overview of the current policy state-of-play for autistic children, young people and their families and the issues that they face. The Education section highlights the continuing barriers faced by many families […]

ACoRNS invited to new Sussex network

Sarah Parsons, on behalf of the ACoRNS team, was invited to the University of Chichester on January 21st 2020 to talk about ACoRNS with a new research-practice network being established in West Sussex. The Pan-Sussex Autism Schools Network (PSASN) is connecting with the Pan-London Autism Schools Network-Research (PLASN-R), of which Sarah was a founding member. […]

ACoRNS included in the AET’s Good Practice Guide

The work of ACoRNS has been recognised in the Autism Education Trust’s recently published Good Autism Practice Guidance. AET says the guides: ‘… present the evidence for, and define and illustrate, eight principles of good autism practice to help education practitioners understand autism and develop effective provision in early years, schools and post 16 settings.’ […]

‘Keys to engagement’ paper published

Congratulations to former ACoRNS Doctoral student Chantelle Zilli whose paper has been accepted for publication in the prestigious British Journal of Educational Psychology.  The paper presents a case study where autistic pupils and staff members’ views were sought about everyday decision-making at school. There are some very powerful insights provided about how children can feel […]

Second ESRC Festival of Social Science for ACoRNS

The ACoRNS team was delighted to share our work again with the local community at our second ESRC Festival of Social Science event on November 7th 2019. Hilra Vinha and her wonderful students Martine and Poppy from Richard Taunton College hosted the event and made us all very welcome. Over 60 friends and colleagues from […]

ACoRNS student wins Impact prize for project

The ACoRNS team is delighted that Amber Warren (BSc Hons Education and Psychology) has been awarded ‘highly commended’ in the University’s Social Impact Lab Undergraduate Dissertation Prize. Amber was shortlisted from over 30 submissions across Faculties for her project entitled ‘Exploring Transitions and Resourced Provision for Children with Autism in a Mainstream School: Pupil and […]

ACoRNS paper published in Good Autism Practice

The ACoRNS participatory model

A paper that promotes the ACoRNS participatory model of research and practice has been published in Good Autism Practice. Targeted at those who work or live with people on the autism spectrum, the journal ‘encourages good and innovative practice in supporting children and adults with autism and Asperger’s syndrome’. Written by Sarah Parsons and Hanna […]

Aviary Nursery at the Froebel Trust conference

Kathryn Ivil from Aviary Nursery and Sarah Parsons were invited to present at the Froebel Trust annual conference at the University of Roehampton on March 2nd 2019. Sarah and Kathryn talked about their Froebel Trust funded project that explored the views and experiences of young autistic children as they prepare for transition to primary school. […]

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