Dr Clare Lawrence

Clare is the English subject lead on the secondary PGCE course. She is a graduate of York, Oxford, Northumbria, Birmingham and Sheffield Hallam universities. Her PhD is in parental involvement in the education of children with autism. Clare is the Lincolnshire County Council Autism Champion for the BGU School of Teacher Development.

Related Courses

Clare’s research interests include education, literacy and portrayals of autism. Her current research projects include using Shared Reading to support parents/carers of autistic children, portrayals of autistic dysfluency, creative and visual research methods and autistic teachers and literature.

Two workshops: Academic and Creative Responses to Death and Dying conference, BGU, Jan/Feb 2020: Shared Reading, visual narratives and responses to the news of death.

Round table: Teacher Education Advancement Network (TEAN) Conference 2019: The voice of the autistic trainee teacher

Workshop: Monsters conference, March 2019: Using the poem A Fine Romance to explore dementia

Workshop: Human Scale Education Conference, June 2019: Flexi-schooling and autism

Workshop at Teacher Education Advancement Network (TEAN) Conference 2018: Nothing about us without us – capturing the autistic voice in autism education

Poster at Teacher Education Advancement Network (TEAN) Conference 2017: Empty chairs and empty tables: pupils absent from school

Presentation at Teacher Education Advancement Network (TEAN) Conference 2016: Flexi-schooling and autism

Peer-reviewed articles:

Lawrence, C. (2020) Is Lennie a monster? A reconsideration of Steinbeck’s Of Mice and Men in a 21st century inclusive classroom context. Palgrave Communications, 6 (17). ISSN 2055-1045

Collyer. E., Lawrence, C. et al. (2019). “‘Harder than other lessons but good’: The Effect of Colleague Collaboration on Secondary English Pupil Engagement”. English in Education (in press).

Lawrence, C. (2019) “What’s the point if it isn’t marked?” Trainee teachers’ responses to concepts of authentic engagement with poetry text. English in Education. ISSN 1754-8845

Lawrence, C. (2019) “I can be a role model for autistic pupils”: Investigating the voice of the autistic teacher. Teacher Education Advancement Network Journal, 11 (2). pp. 50-58. ISSN 2054-5266

Lawrence, C. (2018) Parents’ perspectives on flexischooling their autistic children. The Home School Researcher, 34 (1). ISSN 1054-8033

Lawrence, C. (2018) The effect of familiarisation with autistic individuals on trainee teachers’ attitudes. Teacher Education Advancement Network Journal, 11 (1). pp. 37-45. ISSN 2054-5266

Professional and outreach articles:

Lawrence, C. (2020) Learning to teach English: three RQT perspectives on English subject Secondary PGCE. Teaching English, 21. p. 36. ISSN 2051-7971

Lawrence, C. (2019) “Mr Brown is feeling down” In medias res story openers: meeting the challenge of a ‘low floor, high ceiling’ creative writing activity for KS3. Teaching English, 19. pp. 56-57. ISSN 2051-7971

Lawrence, C. (2018) “Don’t panic: it’s only a neurodevelopmental difference! SEN Magazine, 95. ISSN 1755-4845

Lawrence, C. (2018) Autism and Flexischooling. Network Autism.

Lawrence, C. (2018) “Teaching trainee teachers to meet the needs of autistic pupils: ‘How the devil do we do that in the time available?’. TEAN Storehouse (on-line).

Lawrence, C. (2016) “A painful kind of exclusion. The Journal of Personalised Education Now, 24. pp. 3-4. ISSN 1756-803X


Teacher Education and Autism: A Research-Based Practical Handbook. Jessica Kingsley, 2019.

Two Sides to Every Story: stories to explore point of view with autistic children. Hinton House, 2019

Explaining Autism. Straightforward, 2017.

Finding Asperger Syndrome in the Family: a book of answers (2nd edition.). Emerald, 2013.