Study with ACER
The Autism Centre for Education and Research
Taught Courses
The MA Inclusion postgraduate programme, including both the Autism Children and Autism Adults pathways, is a part-time, distance learning course (over a 36 month period).
Research degrees
You may choose to study for a PhD which focuses on autism here at the University of Birmingham. Please refer to our list of Academic Staff to consider which academic staff members best match your research interests.
ACER has a vibrant body of doctoral students. Many of our students engage in research and teaching in ACER. The Education PhD can be offered as a full-time course (3 years), or part-time course (6 years). Please view the Postgraduate Research pages for more information on applying for a PhD at the University of Birmingham.
The PhD in Education has a running start date, though a September start is advised. We advise that an application is submitted by June, though note that funding deadlines are typically in the January/February. Please pay careful attention to the details.
You may study a diverse range of topics within the scope of autism research and examples of current research include:
- Facilitating inclusion in secondary schools for nonbinary autistic young people: stakeholder views and the role of autistic masking
- Using video modelling to teach daily living skills to young autistic students
- The impact of theatre on the autistic community
- Autistic young people's experiences of school non-attendance
- Autism in Viet Nam
- How do maternity services support autistic women and birthing people? Exploring improvements to help autistic people and the staff who support them
- To what extent do parents of students with autism participate in their child’s education within an inclusive setting in Saudi Arabia
- Single Afro-Caribbean mother with an autistic child and their experiences in education.
- 'Inclusive Students as Researchers' (iSaR); exploring the value of a novel, social learning model of student voice
- Intersubjective connections: how to enable pupils with complex communication differences and/or autism diagnoses to reflect on their experience of a mainstream school through the use of individualised transactional support methods