Building the evidence base through school-research partnerships in autism education: the Autism Community Research Network @ Southampton [ACoRNS]
Building the evidence base through school-research partnerships in autism education: the Autism Community Research Network @ Southampton [ACoRNS]
This paper describes the development of a partnership model designed to bring practitioners in education and researchers together to co-construct research questions and projects that address their priorities. The authors argue that a divide exists between research and practice that means the research that is done often fails to give the information that practitioners seek or value. ACoRNS has facilitated a number of small scale projects, often conducted by University students, and a key principle of their work is to involve the autistic children and young people directly. The authors are very encouraged by the work that has been done in its first 18 months, with only a small amount of funding, and suggest that other ACoRNS might be set up across the country. Their hope is that in future, the findings of educational research provide evidence that is relevant and helpful to those engaged in understanding and teaching autistic children and young people. Linking researchers, practitioners and students who need to undertake research as part of their qualification makes a great deal of sense. It does require a great deal of time and effort to set up and maintain, but the benefits and impact can be significant . Readers who want to find out more can go to www.acornsnetwork.org.uk).
5-12
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
May 2019
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Parsons, Sarah and Kovshoff, Hanna
(2019)
Building the evidence base through school-research partnerships in autism education: the Autism Community Research Network @ Southampton [ACoRNS].
Good Autism Practice, 20 (1), .
Abstract
This paper describes the development of a partnership model designed to bring practitioners in education and researchers together to co-construct research questions and projects that address their priorities. The authors argue that a divide exists between research and practice that means the research that is done often fails to give the information that practitioners seek or value. ACoRNS has facilitated a number of small scale projects, often conducted by University students, and a key principle of their work is to involve the autistic children and young people directly. The authors are very encouraged by the work that has been done in its first 18 months, with only a small amount of funding, and suggest that other ACoRNS might be set up across the country. Their hope is that in future, the findings of educational research provide evidence that is relevant and helpful to those engaged in understanding and teaching autistic children and young people. Linking researchers, practitioners and students who need to undertake research as part of their qualification makes a great deal of sense. It does require a great deal of time and effort to set up and maintain, but the benefits and impact can be significant . Readers who want to find out more can go to www.acornsnetwork.org.uk).
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Parsons GAP 13th March 2019 Author accepted
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Parsons and Kovshoff May 19 GAP PUBLISHED
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Accepted/In Press date: 13 March 2019
Published date: May 2019
Identifiers
Local EPrints ID: 429764
URI: http://eprints.soton.ac.uk/id/eprint/429764
ISSN: 1466-2973
PURE UUID: 7390d152-d882-4722-b216-77fcd63bd472
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Date deposited: 05 Apr 2019 16:30
Last modified: 16 Mar 2024 04:06
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