Dr Jonathan Vincent
Senior Lecturer; Programme Lead - Professional Doctorate in Education; REF Impact Case Study Lead
I joined the School of Education in 2013. Previous to this, I worked across a range of educational settings, including a 3-19 specialist school and secondary mainstream schools.
I received my BA degree from Queen’s University, Belfast and my PGCE and MA in Education from the University of Cambridge. My PhD, based at Lancaster University, focused on postgraduate transitions from higher education for emerging adults on the autism spectrum. In 2017 I was awarded a Winston Churchill Fellowship to investigate models of employment provision for young autistic adults across Canada and the United States of America.
I lead PRO Autism, which is a voluntary group of autistic and non-autistic members dedicated to engaging with industry and the wider public to understand how they can best identify and recruit autistic talent in the UK today. In partnership with the CIPD, we have delivered free in-house workshops to large national companies and organisations as well as Small and Medium Enterprises.
I teach a range of modules across our BA (Hons) Education Studies, Education MA suite, and the National SENCO Award programmes. I developed the recently validated Education Studies with Special Educational Needs & Inclusion strand at undergraduate level and Special Educational Needs & Inclusion MA.
My research focuses on postgraduate transitions from higher education to employment for emerging adults on the autism spectrum. I have, however, also conducted studies on levels of autism knowledge in schools, autism provision mapping across the UK higher education sector, and the sensory experiences of Virtual Reality for autistic adults.
I am currently supervising Denise Brogden at PhD level and a number of Education MA dissertation students. I would be interested in supervising MRes / doctoral students in theses relating to autism and education, higher education transitions among disabled populations, special education and inclusive research.
Vincent, J., Rowe, H., and Johnson, J. (2021) Parity of participation for autistic students: mapping provision across UK higher education institutions. Research in Education. https://journals.sagepub.com/doi/10.1177/0034523720981123
Pesonen, H., Nieminen, J., Vincent, J., Waltz, M., Lahdelma, M., Syurina, E., & Fabri, M. (2020). A socio-political approach on autistic students’ sense of belonging in higher education. Teaching in Higher Education. doi.org/10.1080/13562517.2020.1852205
Vincent, J., & Fabri, M. (2020). The Ecosystem of Competitive Employment for University Graduates with Autism. International Journal of Disability, Development and Education, 1-17. doi.org/10.1080/1034912X.2020.1821874
Vincent, J. (2020) Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities. Scandinavian Journal of Disability Research. 22(1) 12-24. [Open access]
Nicholas, D., Hedley, D., Randolph, … & Vincent, J. (2019) An Expert Discussion on Employment in Autism. Autism in Adulthood. 1 (3) 162-169
Vincent, J. and Ralston, K. (2019) Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice. Oxford Review of Education.
Vincent, J. (2019) It’s the fear of the unknown: transition from higher education for young autistic adults. Autism: International Journal of Research and Practice. [Online First].
Vincent, J. (2019) ‘Yes I’m employable but I don't know how to get a job’: How to support autistic students into work. Phoenix: AGCAS Journal
Vincent, J. (2019) Employing autistic students – it’s not the nice thing to do; it’s the smart thing to do. The Student Employer
Vincent J., Potts M., Fletcher D., Hodges S., Howells J., Mitchell A. and Mallon B. (2016) ‘I think autism is like running on Windows while everyone else is a Mac’: using a participatory action research approach with students on the autistic spectrum to rearticulate autism and the lived experience of university Educational Action Research.
Vincent, J. (2016) Transition from secondary to higher education: an evaluation of a pre-entry transition programme for students on the autistic spectrum. The Journal of Inclusive Practice in further and higher education. 7 (2): 53-63.
Vincent, J. (2015) “Developing REAL Inclusive Teaching and Learning at University for Autistic Students through Dialogue: A Participatory Action Research Project.” Good Autism Practice. 17 (2): 40–46.
Nixon, J., Buckley, A. Cheng, A., Dymoke, S., Spiro, J. & Vincent, J. (in press) ‘The ‘questionableness’ of things: opening up the conversation’ in McNiff, J. (ed) Value and Virtue in Practice-Based Research, London: Routledge
Vincent, J. (2020) Autism: A Hidden Condition and Invisible Gap in Early Leaving from Education and Employment. Electronic Platform for Adult Education in Europe (https://epale.ec.europa.eu/en). ISBN 978-99957-1-874-9.
Vincent, J. (2018) Launching lives: transition from university to employment for students on the autism spectrum. Winston Churchill Memorial Trust Fellowship Report.
Vincent, J. (2017) Being and becoming: transition from higher education for emerging adults on the autism spectrum. PhD thesis. Lancaster University.
Vincent, J. Implications of Covid-19 for educational and employment opportunities for autistic adult learners. Early Leaving Education and Training: A Way Forward. Electronic Platform for Adult Learning in Europe (EPALE) [16th Dec 2020]
Vincent, J. The ecosystem of competitive employment for autistic graduates. Making Ripples, University of Central Lancashire [9th December 2020]
Vincent, J. Cage, E. Hooper, L, Fabri, M. Autism: Coping with Change. Covid-19 and Mental Health in Higher Education. Universities UK. [19th November 2020]
Vincent J. Autism and employment research debrief and symposium. National Association of Student Personnel Administrators. College Autism Summit. Autism and Employment Research Symposium. [October 29th 2020]
Vincent, J. The fear of the unknown: making the transition from higher education. College Autism Network Virtual Association of Scholars [17th September 2020]
Riccio, A., Kapp, S. K., Cage, E., Vincent, J., DeNigris, D., Jordan, A., Delos Santos, J., Dwyer, P., Kofner, B., Solomon, J., Shane-Smith, D., Hossain, M., Gillespie-Lynch, K. An Overview of University Accommodations and Supports for Autistic Students: A Cross- Institutional Survey Study. International Society of Autism Research, Annual Meeting, Seattle, WA [August 2020].
Cheriyan, C., Shevchuk, S., Riccio, A., Vincent, J., Kapp, S.K., Dwyer, P., Cage, E., & Gillespie-Lynch, K. Factors That Influence Career Choice: Insights from a Participatory Study with Autistic and Non-Autistic College Students. International Society of Autism Research Annual Meeting, Seattle, WA [August 2020].
Riccio, A., Kapp, S. K., Cage, E., Vincent, J., DeNigris, D., Jordan, A., Delos Santos, J., Dwyer, P., Kofner, B., Solomon, J., Shane-Smith, D., Hossain, M., Gillespie-Lynch, K., Does Participatory Programming Promote Positive Outcomes for Autistic College Students? a Cross-Institutional Survey Study. International Society of Autism Research Annual Meeting, Seattle, WA [August 2020].
Vincent, J. and Popplewell J. (2019) Ask LaunchPad Podcast - Ep. 12: "What is PRO Autism?" https://anchor.fm/ask-launchpad/episodes/Ask-LaunchPad---Ep--12---What-is-PRO-Autism-e44rr2
Vincent, J. (2019) The transition from higher education to employment for university students and recent graduates on the
autistic spectrum. Autistica Conference. Reading, United Kingdom, [27th June, 2019] Watch on Autistica.
Vincent, J. (2019) ‘I’m asking for understanding, I’m asking for help’: a qualitative study of the transition for employment for autistic students and recent graduates. NICEC Conference. Manchester, UK. [16-17th April 2019]
Vincent, J. (2015) ‘Creating inclusive learning environments through dialogue: a case study outlining the use of autistic students’ critical autobiographical narratives in informing academic practice’. Paper presented at Collaborative Action Research Network Conference. Braga, Portugal [6-8 Nov 2015].
Vincent, J. (2015) Invited workshop on inclusive teaching practice for learners on the autism spectrum. Faculty of Education, University of Cambridge [23 Oct. 2015]
Vincent, J. (2015) Creating inclusive learning environments through dialogue: a case study outlining the use of autistic students’ critical autobiographical narratives in informing academic practice. Paper presented at 5th International Value & Virtue in Practice-Based Research Conference – The Significance of our Research: Influence and Impact. York St John University [9-10 June 2015].
Vincent, J. (2015) “An Aspie Abroad”: A case study comparing the lived experiences of studying abroad for two university students on the autistic spectrum. Paper presented at the 13th Nordic Network on Disability Research, Bergen, Norway [6-8 May 2015]
Vincent, J. (2015) Listening to our students: What enables effective learning for students on the autistic spectrum? Workshop delivered at Talking About Teaching Conference. York St John University [9 January 2015].
Vincent, J., Potts, M. & Fletcher, D. (2014) Talking About Us? Using a participatory action research approach to rearticulate autism and the lived experience of university for students on the autistic spectrum. Paper presented at the Collaborative Action Research Network Conference, Gateshead, England [31 Oct -1 Nov 2014].
Vincent, J. (2014) ‘Talking About Us? Using a participatory action research approach to rearticulate autism and the lived experience of university for students on the autistic spectrum’. Value and Virtue in Practice-Based Research Conference, York: York St John University [22-23rd July 2014].
Vincent, J. (2013) ‘A participatory action research project utilising autobiographical writing with students on the autistic spectrum – a work in progress’. The Unit for Child and Youth Studies Showcase. York: York St John University [9th July 2013].
Winston Churchill Memorial Trust: Covid-19 Action Fund. Supporting autistic graduates into employment. Principal Investigator: December 2020 - July 2021.
Fellow of the Winston Churchill Memorial Trust
Fellow of the Higher Education Academy
Member of Philosophy of Education Society of Great Britain (2010-present)
Member of the Human Development and Capabilities Approach Association (2013 – present)