University of Birmingham Study Highlights Post-Lockdown Needs of Autistic Learners

ACER’s ‘Good Autism Practice’ Framework Embedded Across UK Educational Settings

Autism is one of the most pressing issues in the education system of the UK. According to the National Autistic Society Education Report (2023), there are about 180,000 pupils with autism in England, and over 73% of them are currently attending mainstream schools. Even with increased awareness and policy development, there are still discrepancies in the school experiences of autistic children and young people, the most glaring of which is their higher likelihood of exclusion from school for fixed terms when compared to their peers not identified as having special educational needs (SEN).

That pattern has raised alarm amongst educators, researchers, and policymakers, bringing together a call for a more inclusive practice, a well-structured support mechanism. Thus, as educational institutes in the UK work towards addressing these disparities, the need for evidence-based models and professional development training in autism education has never been more pressing. A radically new way of thinking about evidence-based autism education has been formulated by researchers from the University of Birmingham, led by Professor Karen Guldberg, the Director of the Autism Centre for Education and Research (ACER). Their work brings education research to bear on practice in order to overturn old stereotypes and encourage inclusive teaching. Now, teachers are being encouraged to see autistic pupils as having different learning needs rather than as being difficult or disruptive.

ACER's "good autism practice", as this has now become known, has helped promote the change more broadly in the UK. ACER has developed national training frameworks and continuing professional development programmes in partnership with the Autism Education Trust (AET). These are now embedded into the school system and support teachers in implementing inclusive pupil-centred approaches.

At the significant time of the COVID-19 pandemic, ACER undertook a research project involving the participation of over 300 parents of autistic children. The research project investigated their experiences under lockdown, identifying challenges alongside some unexpected positives and opportunities, such as less sensory overload and more time for pursuing special interests. Based on the findings from this project, ACER wrote a factsheet for teachers, The Good, the Bad and the Helpful, with practical teaching and support suggestions for the post-lockdown reality.

Such works demonstrate how the School of Education at the University of Birmingham continues its leadership in learning and teaching innovation. By connecting research to the real world, the university is influencing national policy and improving the life opportunities of autistic learners. Thus, in answer to the query of how this university has contributed to autism education in the UK, the answer rests firmly with the work of ACER.

The university's commitment is global in scope beyond special education. Through a branch campus in Birmingham University Dubai, the university is creating greater access to inclusive training in furtherance of global goals in improving autism education. This also reinforces its credentials as a leading UK university in education research and professional development. ACER has demonstrated how research-informed teaching can change the learning experience of autistic pupils. It also stresses that a more equitable school system, where every learner is recognised and supported to succeed, requires structured training, inclusive outlooks, and a long-term investment.

Editor’s Note:

Improving autism education in the UK demands deep, practical change more than mere policy shifts. With over 180,000 autistic pupils in England's schools, the majority of whom are in mainstream settings, the scale of the challenge is significant. However, the current reality is bleak, underscored by worryingly disproportionate exclusion rates. This starkly indicates a system that continues to struggle in effectively addressing diverse learning needs. ACER is not only commendable but, critically, must serve as the core upon which Professor Karen Guldberg's foundation is built. ACER has facilitated the transition from deficit to difference discourse: 'good autism practice' is now part of national training frameworks and is equipping teachers to support autistic pupils with understanding and respect. Most importantly, though, is how ACER began to connect the research base with real-life teaching: from lockdown studies through practical sheets of evidence to everyone seeing how inclusive education can bring together evidence, empathy, and professional development. This, indeed, is the kind of leadership that special education needs in the UK.

According to Skoobuzz, as the sector evolves, implementing training, fostering attitude shifts, and securing long-term investment are essential and non-negotiable elements for establishing a more equitable school system. Furthermore, ACER's impact extends beyond the academic; it serves as a powerful model for driving this necessary change.

FAQs

1. How is the University of Birmingham improving autism education in the UK? 

The University of Birmingham, through its Autism Centre for Education and Research (ACER), is leading efforts to improve autism education by combining academic research with practical teaching strategies. ACER promotes inclusive learning and has developed national training frameworks to support teachers across mainstream and special education settings.

2. What is ‘good autism practice’ and why is it important?

‘Good autism practice’ is a concept developed by ACER to help educators recognise and respond to the distinct learning needs of autistic pupils. It encourages inclusive, pupil-centred teaching and is now widely adopted across UK schools through professional development programmes.

3. What research projects are conducted by the University of Birmingham’s School of Education?

ACER has led several research initiatives, including a major study during the COVID-19 pandemic involving over 300 parents of autistic children. The findings informed practical teaching resources and highlighted both challenges and benefits experienced during lockdown, such as reduced sensory overload and increased time for special interests.

4. How does professional development help teachers support students with autism?

Professional development programmes designed by ACER and the Autism Education Trust (AET) equip teachers with evidence-based strategies to support autistic pupils. These programmes are embedded in schools and help educators adopt inclusive attitudes and improve classroom practice.

5. What makes the University of Birmingham a leading UK university for education research?

The University of Birmingham’s School of Education is recognised for its leadership in learning and teaching innovation, particularly in special education. ACER’s work demonstrates how research-informed practice can influence national policy and improve educational outcomes for autistic learners.

6. What role did ACER play during the COVID-19 pandemic?

During the pandemic, ACER conducted research to understand the experiences of autistic children and their families during lockdown. The results led to the creation of a teacher-facing factsheet, The Good, the Bad and the Helpful, offering practical guidance for post-lockdown teaching and support.

7. How is Birmingham University Dubai contributing to special education training?

Birmingham University Dubai extends the university’s commitment to inclusive education by offering access to training and research in autism education. This global outreach supports international efforts to improve special education and reinforces the university’s reputation in education research.

8. Why are autistic pupils more likely to be excluded from school?

According to the National Autistic Society Education Report (2023), autistic children and young people are more likely to face unlawful fixed-term exclusions than their non-SEN peers. This reflects ongoing challenges in mainstream education and underscores the need for inclusive practices and structured support.

9. What are the current statistics on autistic pupils in England’s schools?

There are over 180,000 autistic pupils in England, with more than 73% attending mainstream schools. These figures highlight the importance of equipping educators with the tools and training needed to support diverse learning needs effectively.

10. How can educational institutes in the UK adopt inclusive autism education practices?

Schools can adopt inclusive practices by engaging with national training frameworks developed by ACER and AET, participating in professional development, and applying research-based strategies that recognise the unique learning profiles of autistic pupils.