Reclaiming interventions: Listening to preverbal young people with autism about their experience of evidenced based educational practices

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My PhD focuses on preverbal young people (YP) with Autism experiences of educational evidenced-based practices (EBPs). Autism is typified as a neurodevelopmental difference affecting individuals' interactions with the world and communication with others (1). Whilst Autism research is well-established, subdomains remain relatively unexplored (2,3) including the experience of preverbal YP with Autism in education. This group forms a huge percentage of the autistic community: an estimated 50%-80% of people with neurological differences have significant or some communication problems (4), 25-30% of these being preverbal autistic YP (5,6), yet their experiences go under-researched. In essence, our understanding of Autism and its impacts on education is void of their views