Baron-Cohen, S., Wheelwright, S., Burtenshaw, A., and Hobson, E.: Mathematical
talent is linked to autism, Human Nat., 18, 125–131,
https://doi.org/10.1007/s12110-007-9014-0, 2007.
a,
b
Best, C., Arora, S., Porter, F., and Doherty, M.: The relationship between
subthreshold autistic traits, ambiguous figure perception and divergent
thinking, J. Autism Dev. Disord., 45, 4064–4073,
https://doi.org/10.1007/s10803-015-2518-2, 2015.
a
Brown, N., Thompson, P., and Leigh, J. S.: Making academia more accessible,
Journal of Perspectives in Applied Academic Practice, 6, 82–90,
https://doi.org/10.14297/jpaap.v6i2.348,
2018.
a,
b,
c,
d
Buiter, S.: More time for all presentation types in the new EGU General
Assembly schedule, availble at:
https://www.egu.eu/news/446/ (last access: 30 October 2019),
2018.
a
Cage, E., Di Monaco, J., and Newell, V.: Experiences of autism acceptance and
mental health in autistic adults, J. Autism Dev.
Disord., 48, 473–484,
https://doi.org/10.1007/s10803-017-3342-7, 2018.
a,
b
Covey, S. R.: The 7 habits of highly effective people: powerful lessons in
personal change, 25th Edn., Simon and Schuster, London, UK, 2013. a
Crane, L., Goddard, L., and Pring, L.: Sensory processing in adults with autism
spectrum disorders, Autism, 13, 215–228,
https://doi.org/10.1177/1362361309103794,
2009.
a
Forbes: Global diversity and inclusion: fostering innovation through a diverse
workforce, Tech. Rep., Forbes Insights, New York, 20 pp., 2011. a
Freeman, R. B. and Huang, W.: Strength in diversity, Nature, 513, p. 305, 2014.
a,
b
Gelbar, N. W., Smith, I., and Reichow, B.: Systematic review of articles
describing experience and supports of individuals with autism enrolled in
college and university programs, J. Autism Dev.
Disord., 44, 2593–2601,
https://doi.org/10.1007/s10803-014-2135-5, 2014.
a
HESA: HE academic staff by disability and employment function 2014/15 to
2017/18, HE Staff Data, Table 5,
https://www.hesa.ac.uk/data-and-analysis/staff/table-5 (last access: 19 October 2019), 2019a.
a,
b,
c,
d
HESA: HE qualifiers by subject area, principal subject, level of
qualification obtained, mode of study, disability marker and academic year,
HE Student Data, Table 33,
https://www.hesa.ac.uk/data-and-analysis/students/table-33 (last access: 14 March 2020),
2019b.
a,
b
HESA: HE full-time academic staff by cost centre and contract salary 2016/17,
HE Staff Data, Table 16,
https://www.hesa.ac.uk/data-and-analysis/staff/table-16 (last access: 15 March 2020),
2019c. a
HESA: UK domiciled student enrolments by disability and sex 2014/15 to
2017/18, HE Student Data, p. Table 15,
https://www.hesa.ac.uk/data-and-analysis/students/table-15 (last access: 16 October 2019),
2019d.
a,
b,
c
Houghton, J. and Gordon, C.: Access Anglesey: An inclusive and
accessible field course, Teaching Earth Sciences, 44, 7–11, 2019.
a,
b
Ioan, J.: Singular scientists, J. Roy. Soc. Med., 96,
36–39, 2003.
a,
b,
c
Lai, M.-C., Lombardo, M. V., and Baron-Cohen, S.: Autism, The Lancet, 383,
896–910,
https://doi.org/10.1016/S0140-6736(13)61539-1,
2014.
a,
b
Leekam, S. R., Nieto, C., Libby, S. J., Wing, L., and Gould, J.: Describing the
sensory abnormalities of children and adults with autism, J. Autism
Dev.l Disord., 37, 894–910,
https://doi.org/10.1007/s10803-006-0218-7, 2007.
a
Lindsay, S., Cagliostro, E., Albarico, M., Mortaji, N., and Karon, L.: A
systematic review of the benefits of hiring people with disabilities, J. Occup. Rehabil., 28, 634–655,
https://doi.org/10.1007/s10926-018-9756-z, 2018.
a
Madriaga, M.: I avoid pubs and the student union like the plague:
students with Asperger syndrome and their negotiation of university spaces,
Child. Geogr., 8, 39–50,
https://doi.org/10.1080/14733280903500166,
2010.
a,
b
Madriaga, M. and Goodley, D.: Moving beyond the minimum: socially just
pedagogies and Asperger’s syndrome in UK higher education,
Int. J. Inclusive Educ., 14, 115–131,
https://doi.org/10.1080/13603110802504168,
2010.
a
Matthews, N.: Teaching the “invisible” disabled students in the classroom:
disclosure, inclusion and the social model of disability, Teach. High.
Educ., 14, 229–239,
https://doi.org/10.1080/13562510902898809,
2009.
a
Murray, C., Lombardi, A., Wren, C. T., and Keys, C.: Associations between prior
disability-focused training and disability-related attitudes and perceptions
among university faculty, Learn. Disability Q., 32, 87–100,
https://doi.org/10.2307/27740359, 2009.
a
NCSES: Doctorate recipients, by field and disability status: 2017, Women,
Minorities, and Persons with Disabilities in Science and Engineering,
Tables 7–6,
https://ncses.nsf.gov/pubs/nsf19304/data (last access: 30 October 2019), 2019a. a
NCSES: Major field of undergraduates, by disability status: 2016, Women,
Minorities, and Persons with Disabilities in Science and Engineering,
Tables 2–7,
https://ncses.nsf.gov/pubs/nsf19304/data (last access: 30 October 2019), 2019b.
a
NCSES: Science, engineering, and health doctorate holders employed in
universities and 4-year colleges, by occupation, disability status and
faculty rank: 2017, Women, Minorities, and Persons with Disabilities in
Science and Engineering, Tables 9–28,
https://ncses.nsf.gov/pubs/nsf19304/data (last access: 30 October 2019),
2019c.
a,
b,
c
Nevill, R. E. A. and White, S. W.: College students' openness toward autism
spectrum disorders: improving peer acceptance, J. Autism
Dev. Disord., 41, 1619–1628,
https://doi.org/10.1007/s10803-011-1189-x, 2011.
a
Russell, G., Rodgers, L. R., Ukoumunne, O. C., and Ford, T.: Prevalence of
parent-reported ASD and ADHD in the UK: findings from the millennium
cohort study, J. Autism Dev. Disord., 44, 31–40,
https://doi.org/10.1007/s10803-013-1849-0, 2014.
a
Sasson, N. J., Faso, D. J., Nugent, J., Lovell, S., Kennedy, D. P., and
Grossman, R. B.: Neurotypical peers are less willing to interact with those
with autism based on thin slice judgments, Sci. Rep., 7, 40700,
https://doi.org/10.1038/srep40700, 2017.
a
Trewin, S., Hanson, V., Rode, J., Mankoff, J., Morrs, M. R., Fitzpatrick, D.,
and Hwang, F.: ACCESS accessible conference guide,
http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-conference-guide/ (last access: 18 November 2019),
2019. a
UCU: Disclosing a disability, Tech. Rep., London, UK, University and College Union, London, 2012. a
Van Hees, V., Moyson, T., and Roeyers, H.: Higher education experiences of
students with autism spectrum disorder: challenges, benefits and support
needs, J. Autism Dev. Disord., 45, 1673–1688,
https://doi.org/10.1007/s10803-014-2324-2, 2015.
a