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This article presents a personal account of what socially just and inclusive education means to me, an academic in a UK university. I identify the critical elements as being the recognition of the right to claim and the duty to protect the humanity and value of all members of society. Inclusion and social justice are about belonging in the world unfettered by the disablements of poverty, illness and prejudice. They are dependent upon interdependence, community and collaborative enterprise. Here I call upon all students in education to take a stand, to work together to end the marginalisation and exclusion of the poor and the abandoned and to disavow control through privilege. Only together by and for each other can we be free.

This technical report is a catalog of two applications that have been enhanced and developed to augment vehicular networking research. The first application is already described in our previous work [21], while the second one is a desktop application that was developed as a publicly-hosted web app which allows any Internet-connected device to remotely monitor a roadway intersection's state over HTTP. This collaborative work was completed under and for the utility of ETSU's Vehicular Networking Lab. It can serve as a basis for further development in the field of connected and autonomous vehicles., Comment: arXiv admin note: text overlap with arXiv:1806.03236

Accessible Summary\ud \ud \ud Pupils with autism are often physically handled in schools without teachers realising that this can be distressing for them.\ud Many teachers do not know about the United Nations Convention on the Rights of Persons with Disabilities.\ud Teachers need support with developing their understanding of how pupils experience being handled.\ud It is important that the rights of disabled pupils are recognised and protected.\ud \ud \ud Summary\ud \ud ‘Positive handling’ has become a popular intervention within education and other services in England in the management of behaviours that challenge. This paper uses a vignette of an observation of the handling of children with autism as a starting point for consideration of whether this practice can ever really be experienced as positive or whether it is often little more than a mechanism of control that disregards the rights of disabled children and young people. All schools are mandated under the United Nations Convention on the Rights of Persons with Disabilities to protect the rights of disabled pupils but to date there has been very little engagement by teachers with this agenda. This paper identifies some of the rights of pupils that are negated through current practice and evaluates what support Prouty’s principles of pre-therapy from the field of counselling might offer teachers with developing a rights based agenda.

Academic conferences embody a set of prescribed regulative practices. This article considers some of the tensions that arise when these normative expectations are disrupted by unruly bodies. As scholars of disability studies we lament the lack of understanding within an ableist society that is resistant to change. In this article, however, I invite us to explore closer to home to consider how unruly bodies might enable reflection on how disability is created even within our own ‘expert’ environments. It is argued here that new ways of conceptualising and accommodating behaviour at conference are required if these are to exemplify the inclusive and welcoming spaces desired by us all.

The experiences of disabled people suggest that ableism insidiously and invasively impacts upon the practice of counselling and related therapies. This article critiques a particular account of psychotherapy with a child with the label of autism to illustrate how ableism can disrupt the process of empathy and negate the therapeutic experience. In so doing the article highlights the inherent difficulties in traversing different epistemic positions to make sufficiently informed readings of counternormative expressions of being. General principles of counselling practice are then proposed to support practitioners with providing effective therapy for all clients.

As an autistic student, researcher, and lecturer, I am alarmed to see the acknowledgment within literature, that autistic students are the most likely of all students to fail at university. This is despite autistic students being categorised as high achievers within education. This raises an important question, why are autistic students who are considered academically able, still not graduating? To investigate this, seven autistic students (including myself) engaged in emanciparticipatory research to explore our experiences as students who identify as autistic in Higher Education (HE). The emanciparticipatory approach taken for this study was developed during and for this research, as a means of addressing the issues with traditional participatory and emanciparticipatory research. Emanciparticipatory is a flexible methodology that aims to develop engagement through accessibility and addressing the researcher-participant relationship, whilst being achievable within the constraints of academia. To do this each student engaged via a means that suited them, they were given as much control as possible and engaged as much or as little as they chose. The research produced a wealth of data some spanning over four years. Analysis of this data identified five key themes: control of label, sociality, wellbeing, academic supports and additional labour of being a disabled autistic student. These themes revealed how hostile the ‘whole university experience’ can be, with student goals switching from academic success to surviving in the face of multiple barriers. Yet, the students did not face a complete onslaught of challenges, at times for some, the practice that they encountered from staff and the adaptions to the environment, learning and peer-to-peer relationships promoted a healthy environment where students could engage and indeed succeed beyond their expectations. From these experiences we then make a number of recommendations to promote good practice and challenge poor practice both within university and research.