Dr Rebecca Wood
Senior Lecturer in Special Education
Teaching and leading on undergraduate and postgraduate courses in special educational needs and disabilities. PhD supervision.
University of East London
London, E15 4LZ
Rebecca is a former teacher and autism education practitioner who completed her PhD via a full-time scholarship at the Autism Centre of Education and Research at the University of Birmingham. She was also project manager of the Transform Autism Education project, a tri-national teacher training scheme funded by the European Commission. This was followed by an ESRC postdoctoral Fellowship at the Social, Genetic and Developmental Psychiatry Centre, King’s College London. Rebecca provides training and conference presentations at national and international forums. She has also organised workshops and conferences, including 'How I Communicate' in London in July 2019. Rebecca has published a number of articles in peer-reviewed journals, as well as for online media such as The Conversation, the Times Educational Supplement, The Psychologist and the BERA blog. Her book, ‘Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom’ is published by Jessica Kingsley Publishers. Rebecca's main research interests are autism, educational inclusion, communication, sensory issues (and noise in particular) and autistic school staff, with an emphasis on strengths-based approaches in autism education, research and practice.
Most Recent Research
- Autistic school staff
- Educational inclusion
Most Recent Publication
- Wood, R. (2019) 'Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom', London and New York: Jessica Kingsley Publishers.
- Wood, R. (2019) ‘Autism, Intense Interests and Support in School: From Wasted Efforts to Shared Understandings’, Educational Review, doi: 10.1080/00131911.2019.1566213
- Wood, R. (2018) ‘The Wrong Kind of Noise: Understanding and Valuing the Communication of Autistic Children in Schools’, Educational Review, doi.org/10.1080/00131911.2018.1483895
- 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): 157-171
PhD: full-time scholarship, School of Education, University of Birmingham. Postdoctoral Fellowship: ESRC (held at King's College London).