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It is both epistemologically, as well as ethically, problematic if the autistic voice is not heard in relation to social scientific research seeking to further develop knowledge of autism. Ever since autism first emerged, it has remained medicalised and almost exclusively the preserve of non-autistic researchers. More recently autistic individuals have begun to contribute to autism research. However, the vast majority of research in autism is still undertaken on autistic people, rather than with them, and is often not concerned with improving the day-today lives of people with autism. We discuss the concepts of participatory research and emancipatory research before presenting a draft framework for what we regard as truly inclusive research in autism. Our proposals are firmly based on ideas developed by the members of a universitybased group of autistic adults (the Asperger's Consultation Group) as well as the knowledge and experience of the other contributors.

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In this conceptual paper, we draw upon Pittaway's (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators' engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013)

Background and Context

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