This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.
MORE SCHOOL PHYSICS,. , I do not agree with J Beynon (Phys. Educ. July 1986 21 197) that students think physics is easy-quite the reverse! We have a number of students who transfer to other A-levels from physics, usually because they perceive A-level physics as difficult compared with, say, economics.
Printed In Northern Ireland actual ideas are. They give the same misinformation, make the same logical mistakes, present the same obscurities, misuse the same scientific terms and use the same non-scientific ones. They discuss 'sources of energy' with total disregard of the most elementary facts of economics and geography, and they give the same tendentious account of nuclear energy. John Bausor would do a great service to education if he could manage to eliminate such teaching from ILEA schools
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