Dr Rebecca Wood

  • Lecturer in Inclusive Education (School of Education)

Biography

Rebecca is a former teacher and autism education practitioner who joined the at the School of Education as part of the research and teaching group Culture, Literacies, Inclusion and Pedagogy in May 2022. She is Principal Investigator of the Autistic School Staff Project, funded by the John and Lorna Wing Foundation.

Having studied for her first degrees at the Universities of Edinburgh and Oxford, Rebecca completed her PhD at the University of Birmingham with the support of a full-time scholarship from the School of Education. During this time, she was also appointed as a Research Fellow in order to project manage the Transform Autism Education project, a tri-national teacher training programme funded by the European Commission. This was followed by an ESRC postdoctoral Fellowship at the Social, Genetic and Developmental Psychiatry Centre of King’s College London and then a senior lectureship in Special Education at the University of East London.

Rebecca is often invited to speak at national and international conferences and has a number of publications in peer-reviewed journals, edited books and online media. She has had two books published: ‘Inclusive Education for Autistic Children: Helping Children to Learn and Flourish in the Classroom’ and an edited volume, ‘Learning From Autistic Teachers: How to be a Neurodiversity-Inclusive School’. Rebecca regularly provides consultancy and training for charities and government organisations and is a reviewer for a number of well-ranked academic journals. She is a visiting researcher at King’s College London where she is also a member of the Respect Research Lab.

Research interests

Rebecca’s predominantly qualitative research focuses on autism, education and inclusion. Her principal interests are in valuing and supporting multi-modal forms of communication in the context of autism and of promoting strengths-based approaches in schools. Her work also shows that educational inclusion can only be achieved by supporting acceptance and diversity across the whole school community, for adults as well as children. Her research has been based in the UK, but has also expanded to include Greece, Italy, Poland and the US. To date, Rebecca’s research has concerned:

  • The experiences of autistic children in primary schools
  • The perspectives of autistic children, autistic adults, parents and school staff on educational inclusion (a multi-modal approach)
  • The communication of autistic children in schools: how this can be supported and validated, or ignored and denied
  • The role of strong interests (monotropism) in facilitating educational inclusion
  • The experiences, needs and strengths of autistic school staff in the UK and beyond
  • The multifarious meanings of educational inclusion
  • Critical disability and neurodiversity perspectives
  • The value of autistic/disability perspectives and participatory approaches in research

Publications

List by: Type | Date

Jump to: 2022 | 2021 | 2020 | 2018
Number of items: 8.

2022

Wood, R. , Crane, L., Happé, F. and Moyse, R. (2022) Learning from autistic teachers: lessons about change in an era of Covid-19. Educational Review, (Accepted for Publication)

2021

Wood, R. and Happé, F. (2021) What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability and Society, (doi: 10.1080/09687599.2021.1916888) (Early Online Publication)

Guldberg, K., Achtypi, A., D’Alonzo, L., Laskaridou, K., Milton, D., Molteni, P. and Wood, R. (2021) Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education. International Journal of Research and Method in Education, 44(1), pp. 96-111. (doi: 10.1080/1743727X.2019.1706466)

Wood, R. (2021) Autism, intense interests and support in school: from wasted efforts to shared understandings. Educational Review, 73(1), pp. 34-54. (doi: 10.1080/00131911.2019.1566213)

2020

Wood, R. and Happé, F. (2020) Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes. International Journal of Inclusive Education, (doi: 10.1080/13603116.2020.1866685) (Early Online Publication)

Wood, R. (2020) The wrong kind of noise: understanding and valuing the communication of autistic children in schools. Educational Review, 72(1), pp. 111-130. (doi: 10.1080/00131911.2018.1483895)

Eguiguren Istuany, O. and Wood, R. (2020) Perspectives on educational inclusion from a small sample of autistic pupils in Santiago, Chile. Scandinavian Journal of Disability Research, 22(1), pp. 210-220. (doi: 10.16993/sjdr.724)

2018

Wood, R. and Milton, D. (2018) Reflections on the value of autistic participation in a tri-national teacher-training project through discourses of acceptance, othering and power. British Journal of Special Education, 45(2), pp. 157-177. (doi: 10.1111/1467-8578.12216)

This list was generated on Sun Aug 7 05:04:31 2022 BST.
Jump to: Articles
Number of items: 8.

Articles

Wood, R. , Crane, L., Happé, F. and Moyse, R. (2022) Learning from autistic teachers: lessons about change in an era of Covid-19. Educational Review, (Accepted for Publication)

Wood, R. and Happé, F. (2021) What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability and Society, (doi: 10.1080/09687599.2021.1916888) (Early Online Publication)

Guldberg, K., Achtypi, A., D’Alonzo, L., Laskaridou, K., Milton, D., Molteni, P. and Wood, R. (2021) Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education. International Journal of Research and Method in Education, 44(1), pp. 96-111. (doi: 10.1080/1743727X.2019.1706466)

Wood, R. (2021) Autism, intense interests and support in school: from wasted efforts to shared understandings. Educational Review, 73(1), pp. 34-54. (doi: 10.1080/00131911.2019.1566213)

Wood, R. and Happé, F. (2020) Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes. International Journal of Inclusive Education, (doi: 10.1080/13603116.2020.1866685) (Early Online Publication)

Wood, R. (2020) The wrong kind of noise: understanding and valuing the communication of autistic children in schools. Educational Review, 72(1), pp. 111-130. (doi: 10.1080/00131911.2018.1483895)

Eguiguren Istuany, O. and Wood, R. (2020) Perspectives on educational inclusion from a small sample of autistic pupils in Santiago, Chile. Scandinavian Journal of Disability Research, 22(1), pp. 210-220. (doi: 10.16993/sjdr.724)

Wood, R. and Milton, D. (2018) Reflections on the value of autistic participation in a tri-national teacher-training project through discourses of acceptance, othering and power. British Journal of Special Education, 45(2), pp. 157-177. (doi: 10.1111/1467-8578.12216)

This list was generated on Sun Aug 7 05:04:31 2022 BST.

Grants

2020 – 2022: Principal Investigator, Autistic School Staff Project, funded by the John and Lorna Wing Foundation (£57,139 and £40,739). In collaboration with Professor Francesca Happé (King’s College London), Dr Laura Crane (University College London), Alan Morrison (Autism Rights Group Highland), Dr Ruth Moyse (University of East London). Additional Phase 3 collaborators: Dr Damian Milton (University of Kent), Dr Anna Gagat-Matula (Pedagogical University of Krakow), Dr Kristen Bottema-Beutel (Boston College, Massachusetts).

2019 – 2020: Postdoctoral Fellowship, ‘The Inclusion of Autistic Children in the Curriculum and Assessment in Mainstream Primary Schools.’  King’s College London, funded by the ESRC.

2015 – 2017: Research Fellowship, Transform Autism Education project.  Project manager, University of Birmingham, funded by the European Commission. Principal Investigator, Professor Karen Guldberg. In collaboration with the Aikaterini Laskaridis Foundation (Greece); the Ministero dell’Istruzione - Ufficio Scolastico Regionale per la Lombardia (Italy); the Ufficio Scolastico Territoriale di Monza e Brianza (Italy) and the Autism Education Trust (UK).

Supervision

Rebecca welcomes students interested in the following areas:

  • Autism and education
  • Autism and multimodal communication
  • Autism and intense interests (monotropism)
  • Educational inclusion (critical national and international perspectives)
  • Experiences and perspectives of children with disabilities
  • Teachers with disabilities
  • Neurodiversity

Teaching

Rebecca currently lectures on the M.Ed in Inclusive Education programme and leads the Inclusive Education, Inclusive Pedagogies course.

Additional information

Peer reviewing includes European Child and Adolescent Psychiatry; Scandinavian Journal of Disability Research; Educational Review; Journal of Early Childhood Research; Research in Autism Spectrum Disorders, Autism, Jessica Kingsley Publishers; Routledge books.

Rebecca’s online publications can be found, inter alia, in The Conversation, the Times Education Supplement, The Psychologist and the BERA blog.