The Reality of Inclusive Education: Assessing Educator's Cognition, Behaviour and Language around Autistic Children

This research aims to assess how language used around autism in schools can affect educators' thoughts, feelings and behaviour towards autistic students. Phase one will assess educators' cognitive biases for positive and negative traits of autistic pupils. Phase two will assess the language used in teacher training.

It will consider teacher's and autistic young people's perspectives of how language is used in schools to describe autistic children, and whether this can lead to differential treatment.