Centre for Research in Autism and Education - CRAE

In our latest , Vinny Carter Leno (Wellcome Trust Career Development Fellow, Centre for Brain and Cognitive Development, Birkbeck, University of London) explores the brain mechanisms underlying heightened sensory responsivity in early childhood.

Many of the children who experience the sensory world this intensely are autistic. Through the SENSOR project, Vinny and colleagues are using innovative methods, including virtual reality and brain measurement, to understand the differences in brain functioning that may explain why sensory responsivity varies.

Brain Mechanisms of Heightened Sensory Responsivity in Early Childhood: Vinny Carter Leno (4-JUN-26) Vinny Carter Leno considers: Why are some children more responsive ...

Davies et al.’s (2024) systematic review of autistic identity found that pride and solidarity in being autistic are linked to better mental health.

So rocks

Autistic identity: A systematic review of quantitative research A positive Autistic identity has a part in wellbeing. This systematic review of 20 papers explores this. It shows that support and autism acceptance from family and friends contribute to a more pos…

Join us next Monday for our extended annual lecture.

In this special extended annual lecture, Professor Laura Crane will be sharing her experiences as Specialist Adviser to the House of Lords Committee on the Autism Act 2009, where she supported the development of its landmark report, 'Time to Deliver: The Autism Act 2009 and the new autism strategy'.

Laura will share key findings from the inquiry, including what was learned from autistic people, practitioners, and policymakers, and why the government’s response matters for autistic people's futures. Attendees will gain insight into the evidence behind the Committee’s recommendations, the barriers that continue to limit meaningful change, and the steps the sector can take to strengthen accountability and impact.

🗓️ Monday 22 June, 6–7:30pm
💻 Online
🎟️ Free to attend 👇

Time to deliver: Lessons from the House of Lords Autism Act 2009 Committee Laura Crane on how we can build a future where autistic people’s rights, needs, and voices truly shape policy.

Bottema-Beutel et al. (2026)
A 5-Year Update of Conflicts of Interest in Autism Intervention Research in ABA Journals

Finds that conflict of interests are, "pervasive in ABA autism intervention research, and most remain undisclosed."

A 5-Year Update of Conflicts of Interest in Autism Intervention Research in Applied Behavior Analysis Journals - Kristen Bottema-Beutel, Jessica Hinson-Williams, Yueyang Shen, Ruoxi Guo, Samantha Brayton, Jacqueline Alicea, Shannon LaPoint, 2026 Researchers’ false, incomplete, or missing disclosures of conflicts of interest (COIs) can introduce bias into research, can erode public trust in research find...

Neurodivergent pride grows where others accept it, and a positive autistic identity meshes with better mental health.

Happy

Autistic identity: A systematic review of quantitative research A positive Autistic identity has a part in wellbeing. This systematic review of 20 papers explores this. It shows that support and autism acceptance from family and friends contribute to a more pos…

The first community consultation on language interventions and autism says the lessons should run both ways, because no one lives on autism island.

Linden et al. (2026)

Language interventions for autistic people Language interventions should enable autistic people to self advocate and engage with the world in a way that they wish. So these interventions should both work, and be meaningful. This research is…

From our archives:
Disclosing an autism diagnosis improves ratings of candidate performance in employment interviews
Norris et al. 2023

https://crae.ioe.ac.uk/disclosing-an-autism-diagnosis-improves-ratings-of-candidate-performance-in-employment-interviews/

The House of Lords Debate on receiving the Report from the Autism Act 2009 Committee “Time to deliver” - is now live/available at

parliamentlive.tv

It's not all bleak. Some autistic educators describe schools where their expertise is recognised, It's not all bleak. Some autistic educators describe schools where their expertise is recognised, autonomy is real, and "everyone can learn from everyone".
New of Spiegler et al. (2025) Autistic educators’ views and experiences of inclusion and exclusion: How workplace culture shapes belonging

In Jessica Spiegler and team's paper, autistic teachers, TAs, technicians and school leaders kept diaries about their working lives.

The bad: there are deficit framings that drive educator's masking, sensory environments that are rarely understood by colleagues, and accommodations treated as voluntary rather than essential.
The good: there are some flattened, non-hierarchical school cultures where autistic expertise is actively valued and monotropic interests are recognised as professional strengths.

Autistic educators may be an indicator of broader school culture. Where they flourish, a culture of belonging is taking root, one that values unique skillsets over conformity.

https://crae.ioe.ac.uk/autistic-educators-experiences-of-inclusion-and-exclusion/

Hogenkamp et al. (2026)
Toward an Emergent Paradigm for Neurodiversity and Health

Autism is not a static diagnosis; it is an emergent, stress-shaped profile.

Toward an Emergent Paradigm for Neurodiversity and Health - Lori Hogenkamp, Dhwani Sanghavi, Heini Natri, 2026 Autism research has developed through multiple paradigms. Medical models locate difficulty within individual neurology, while social and neurodiversity models e...