https://www.coalesce-sussex.org/research daily 0.75 2026-04-16 https://www.coalesce-sussex.org/research/project-memory-language-learning monthly 0.5 2026-04-16 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339887902-4QDXYJUMA4Y17CFW9Q9I/Slide1.jpg Research - Memory, Learning, and Language in Autism https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339887945-ECA3A9XMARWV6UYTIECS/Slide2.jpg Research - Memory, Learning, and Language in Autism https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339889085-IX2QQ50CX1IHFAZOIGK2/Slide3.jpg Research - Memory, Learning, and Language in Autism https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339889135-OQ87WAR65FJFK52D8HBO/Slide4.jpg Research - Memory, Learning, and Language in Autism https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339890230-29O50YYH1U43TCSYK5XD/Slide5.jpg Research - Memory, Learning, and Language in Autism https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339890467-XLUKZ0IACS7HVYBA8W62/Slide6.jpg Research - Memory, Learning, and Language in Autism https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339891309-CNMU1R8ADR0MW5RA47XT/Slide7.jpg Research - Memory, Learning, and Language in Autism https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1776339891524-DW6ZUI8G61RQMKP4QIGQ/Slide8.jpg Research - Memory, Learning, and Language in Autism https://www.coalesce-sussex.org/research/autism-in-university monthly 0.5 2026-02-03 https://www.coalesce-sussex.org/research/understanding-police-caution monthly 0.5 2026-02-03 https://www.coalesce-sussex.org/research/autistic-motherhood monthly 0.5 2026-02-03 https://www.coalesce-sussex.org/research/international-partnership-with-op-jindal-global-university monthly 0.5 2025-11-19 https://www.coalesce-sussex.org/research/category/Research+Project monthly 0.5 https://www.coalesce-sussex.org/research/category/Scholarship+Event monthly 0.5 https://www.coalesce-sussex.org/research/category/Scholarship monthly 0.5 https://www.coalesce-sussex.org/scholarship daily 0.75 2026-04-29 https://www.coalesce-sussex.org/scholarship/reflections-yrhtt monthly 0.5 2026-04-29 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774878238234-6H9FJ5BVNSG8BXR5VYKU/Question%2B1%2BPhoto%2B.png SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...foster carers supporting neurodivergent children." This image captures a group of small blue shimmering fish dispersed across a densely planted environment. At first glance, the scene appears busy and somewhat chaotic, with multiple elements competing for attention, including plants, shadows, reflections, and movement. However, on closer inspection, a pattern begins to emerge in the fish’s positioning and movement. They are not random; there is a loose coherence in spacing, direction, and flow, forming miniature schools. This felt like a strong visual metaphor for the experiences of foster carers supporting neurodivergent children. The caregiving context can sometimes feel overwhelming with multiple, interacting needs shaped by neurodiversity, trauma, attachment difficulties, and environmental stressors. However, through lived experience, carers may begin to recognise patterns in their child’s behaviour, emotional responses, triggers, and coping strategies. From an IPA perspective, this image also reflects the analysis process. The way I, as a researcher, engage with rich, complex data that may initially appear “noisy”, but through sustained attention, patterns of meaning emerge. Importantly, these patterns are not imposed but constructed through engagement with participants’ accounts. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774967615712-XCYLQLA9CAWUB7O4K0PR/Question+2+Photo+.png SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...support, containment, and safety." This image shows clownfish nestled within the tentacles of a sea anemone. The relationship is visually striking; the anemone appears potentially dangerous with its unique presentation in the water resembling jellyfish tentacles, yet it functions as a place of safety and protection for the fish. The fish, in turn, are embedded within this environment rather than separate from it. This felt like a powerful representation of support, containment, and relational safety, which are central constructs in my project, particularly within the Mockingbird model. For foster carers supporting neurodivergent children, caregiving can involve navigating environments that are emotionally intense and, at times, overwhelming. However, the presence of a supportive network, such as the Mockingbird constellation, may serve as a sense of safety in unfamiliar waters. Like the anemone, it holds complexity while providing safety. The image also reflects the idea of importance that support is not external or distant, but immersive. The clownfish are not simply near the anemone; they are within it. Similarly, effective support for carers may need to feel embedded, consistent, and accessible rather than occasional or through outsiders. From an IPA perspective, this construct will be experienced subjectively. While the image suggests safety, the same environment could also be interpreted as constraining or overwhelming. This aligns with the study’s aim to explore how carers make sense of support in the mockingbird, rather than assuming a uniform experience. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774967724556-R0G9SSWJT0TC9KPZ9HAN/Question+3+Photo+.png SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...partial and situated nature of understanding." This image shows a coral formation illuminated against a dark, expansive background, with only a few fish visibly moving through the space. While the coral is detailed and visually rich, much of the surrounding environment remains obscured or indistinct. This image captures a key methodological limitation of IPA: the partial and situated nature of understanding. The coral can be seen clearly, like the detailed insights gained from individual participants’ accounts, yet the wider generalisation remains largely unknown or unseen. In my study, I will gain in-depth, nuanced understandings of individual carers’ experiences. However, these accounts are necessarily partial. They represent specific perspectives shaped by personal history, context, and meaning-making processes. Like the fish moving through a vast, dark space, much of the broader experiential world remains beyond full visibility.What is illuminated (the coral) is what I, as the researcher, attend to and interpret. What remains in darkness may be equally important but less accessible, either because it is not articulated by participants or because it is not fully recognised within the research process. On a more reflexive level, the image prompted awareness of my own role in “lighting” certain aspects of the data, through interpretation, theme development, and narrative construction, while inevitably leaving others less visible. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774968528603-F731ERBAG5VOTM60EFGP/IMG_4672.jpeg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...small school of fish..." There's quite a lot going on, but there is a small school of fish close to the camera. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774968509262-QUZKFV5EDF1LCNHN190F/IMG_4677.jpeg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "I chose these jellyfish to represent Alexithymia." This is a bit of a reach, but I chose these jellyfish to represent Alexithymia. Most of the other fish at Sealife had some facial features (eyes/ mouth) from which you could gauge some kind of emotion. However, the jellyfish appear completely emotionless. This represents one of the characteristics of alexithymia, difficulty identifying facial expressions and identifying feelings. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774968509660-UGCEL2VWKAXZBSYBA7BF/IMG_4710.jpeg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...not a true measure..." One of my variables is children's emotional symptoms measured by the SDQ which is completed by the mothers. This is a limitation as it's not a true measure of the children's emotional outcomes but their mothers perception of such, and possibly inaccurate as poor emotional symptoms may appear as a reflection of the mothers parenting. I chose these guys (shrimp?) because they're a pair and may be mother/ child https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774968879859-8K4QXDPWK2XTUKJBZP3N/Picture2.png SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...jellyfish share a similar symmetrical structure." When first looking at the jellyfish their movement looks random and unpredictable, drifting in random directions but after observing for a little while, there is a clear pattern in their shape and motion. All the jellyfish share a similar symmetrical structure, and move in a rhythmic way. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774968883685-N10RTDZJH3TZNTZEN5JY/Picture1.png SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...complexity of legal language..." I chose this picture to represent the complexity of legal language within the UK police caution. The different levels within the coral and environment through which the fish have to navigate, could represent the different components of the caution which must be processed and interpreted. Rather than being a straightforward message, the caution consists of several interconnected elements that must be understood in relation to one another, which the coral in the middle of the image with various structures and features represents. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774968887947-ECF6OPSGG02WSM7LPEGR/Picture3.png SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...presence of confounding variables." The image of the octopus could represent the presence of confounding variables. For example, the many tentacles could symbolise the other factors which may also influence the ability to accurately comprehend the caution, such as language factors, anxiety, attention etc. These factors may also interact, like the octopuses tentacles, potentially making it hard to determine whether participants responses actually reflected their understanding of the caution, or if the outcomes were due to these additional variables. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774969243479-FIY9I8DW1JJWOV9YV84J/IMG_0682.jpg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...the same anti-clockwise direction..." All the jelly fish were different sizes or swam in different ways, but they all circled the tank in the same anti-clockwise direction. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774969248038-2P2Z3UVEJRFXBSJROEEI/IMG_0801.jpg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...autistic people feeling different than others..." Shows a single blue fish in a tank full of clown fish. Represents autistic people feeling different than others, or like they may stick out, and struggling to find others like them. Also, the blue fish was much larger, and autistic people may feel like they take up more space due to their additional needs, which may lead to them masking more or trying to change themselves to fit in. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774969261788-EU4HDWM91Y31HASXHWTS/IMG_0666.jpg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...finding participant pools of minority individuals." Shows a tank of anemones with a single sea cucumber in that we struggled to find. Could represent how difficult it can be to find a participant pool made up of minority individuals. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774969773921-LFLLSTY0HGP7NAX8EVQQ/IMG_7545.jpg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...heterogeneity of autism charactertistics..." The distinct various colours of this fish may represent the heterogeneity of autism charactertistics and its diversity. And the range of characteristics that may come along with it such like alexithymia and cognitive flexibility processes which are my two variables. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774969808029-OUCCKGW0TF4I8FXD7W21/IMG_7546.jpg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "..feeling of reluctance/hesistation/anxiety... " This can represent the feeling of reluctance/hesistation/anxiety/overthinking when writing the dissertation, not wanting to take risks and taking the next leap (coming out of the dark). https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1774969809919-XBHM1UE7FSDF75LO6MR7/IMG_7816.jpeg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...setbacks looking at the methodological sections..." The black+white fish is seen hovering around the (anemone?) - with many of them surrounding the fish. This could represent the many setbacks when looking at the different methodological sections -> for example the population sample which may lack cultural and universal diversity. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1777465879225-54YWHNYY9SULXFFQOFWZ/IMG_2247.jpeg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...contrast from the purple environment..." this picture represents a pattern emerging from the background. It create a contrast from the purple environment. It also contrasts the harsh lines from the man made pipes https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1777465960723-2VARG7WQ0MALGZFQGXY3/IMG_2271.jpeg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...different gender groups..." The fish could represent the different gender groups. From far away, they often look the same, but upon closer investigations, subtle differences may begin to appear. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1777465982363-LGCFGU334E5T4O51JPWS/IMG_2243.jpeg SCHOLARSHIP - Interpreting Evidence: A Visual Approach To Writing The Discussion Section - "...prevalence of different fish species is uneven." The prevalence of different fish species is uneven. This reflects the differences in the gender groups in my study. 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LAB LAUNCH TALK: “The Inclusion Illusion” - Dr Jacqui Shepherd - Disability Inclusion Consultant https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1763390291635-X217T2RPYN4822ZFNJOH/IMG_0448.jpeg Blog - LAB LAUNCH TALK: “The Inclusion Illusion” - Dr Jacqui Shepherd - Disability Inclusion Consultant https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1763390292481-MXE75TAB2CDHKESOJ2QP/IMG_0449.jpeg Blog - LAB LAUNCH TALK: “The Inclusion Illusion” - Dr Jacqui Shepherd - Disability Inclusion Consultant https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1763390293444-AV77WR0J2B92JCSTGYHK/IMG_0451.jpeg Blog - LAB LAUNCH TALK: “The Inclusion Illusion” - Dr Jacqui Shepherd - Disability Inclusion Consultant https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1763390293897-DJU5LEOCNHGHWWOHCHZG/IMG_0452.jpeg Blog - LAB LAUNCH TALK: “The Inclusion Illusion” - Dr Jacqui Shepherd - Disability Inclusion Consultant https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1763390294656-0W4YFP8IKM9X74QW98BK/IMG_0453.jpeg Blog - LAB LAUNCH TALK: “The Inclusion Illusion” - Dr Jacqui Shepherd - Disability Inclusion Consultant https://www.coalesce-sussex.org/blog/asexuality-autism-reading-club monthly 0.5 2026-02-03 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167419762-4IXPX3CDHC3B1FW12UEV/Slide1.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167419837-TBSGNMTEO9ERU5SM311Y/Slide2.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167420981-00ALPGOOQFODVU3DLAI8/Slide3.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167421041-5QKO9MJ71U102DJ61N5F/Slide4.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167422164-CASZ6RKY3RRUQTYFY224/Slide5.JPG Blog - 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Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167425697-JYX22MNN6GCYEVKM2DJO/Slide11.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167426347-6G8O7X6BJ2HIG5AC7WVZ/Slide12.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167426939-ZB6G2QYNKLGZG0VKA00L/Slide13.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167428035-23WWWQXW51ZE3GT73AEZ/Slide15.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167428700-VZV0WTXEPITG6OFL9RYC/Slide16.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167429191-FG9OV6INC8SOR8O1RLZJ/Slide17.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167429909-2QOOA265O5Z8EPS8VFFA/Slide18.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167430320-SWK2BU49KDNJX5UAM4HA/Slide19.JPG Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1762167506244-KEMDO2P4VWU0H4DU1LE1/IMG-20251030-WA0021%281%29.jpg Blog - Autism Reading Club: Are Autism Spectrum Disorder and Asexuality connected? – (Attanasio et al, 2021) https://www.coalesce-sussex.org/blog/interplay-deszo-nemeth monthly 0.5 2025-11-20 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1761046033965-Y8ZW98KMLYYOMJ38YI1N/Untitled+%281%29.jpeg Blog - Psychology Colloqium Talk: Interplay Between Predictive Processes and Prefrontal Cortex Functions: From Developmental Studies to Local Sleep - Professor Dezső Németh of University of Lyon https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1761046022334-RCAL7OLULTVBDH6UT95F/pro-7QZjtA1Q.jpeg Blog - Psychology Colloqium Talk: Interplay Between Predictive Processes and Prefrontal Cortex Functions: From Developmental Studies to Local Sleep - Professor Dezső Németh of University of Lyon https://www.coalesce-sussex.org/blog/shine-a-light monthly 0.5 2025-11-26 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1761145644781-2M5FX1EWRYV66YNSPC1N/How-to+sensory+space+insta_Page_1.jpg Blog - Shine A Light on Autism Event https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1761145653666-GN0PZJMAOVP7TRLQ8AC8/How-to+sensory+space+insta_Page_2.jpg Blog - Shine A Light on Autism Event https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1761145660432-3FYC6OSCY1BHN3C5CW4G/How-to+sensory+space+insta_Page_3.jpg Blog - Shine A Light on Autism Event https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1761145666308-50T6R1QIK2Q6LCZAOJ6W/How-to+sensory+space+insta_Page_4.jpg Blog - Shine A Light on Autism Event https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1761145671701-PQDTTZV8JD755WEGSDEC/How-to+sensory+space+insta_Page_5.jpg Blog - Shine A Light on Autism Event https://www.coalesce-sussex.org/blog/category/Scholarship+Events monthly 0.5 https://www.coalesce-sussex.org/blog/category/Talks monthly 0.5 https://www.coalesce-sussex.org/blog/category/TALK monthly 0.5 https://www.coalesce-sussex.org/blog/category/Autism+Reading+Club monthly 0.5 https://www.coalesce-sussex.org/blog/tag/Implicit+Learning monthly 0.5 https://www.coalesce-sussex.org/blog/tag/Lyon+Neuroscience+Research+Center monthly 0.5 https://www.coalesce-sussex.org/blog/tag/2025 monthly 0.5 https://www.coalesce-sussex.org/blog/tag/Professor+Dezs%C5%91+N%C3%A9meth monthly 0.5 https://www.coalesce-sussex.org/publications-link-pages daily 0.75 2026-04-29 https://www.coalesce-sussex.org/publications-link-pages/preprint-validating-the-academic-learning-experiences-questionnaire-microtransitions-sensory-reactivity-and-cognitive-attentional-dimensions-in-autistic-university-students-anns-et-al-2025 monthly 0.5 2025-11-20 https://www.coalesce-sussex.org/publications-link-pages/preprint-its-how-we-get-by monthly 0.5 2026-02-03 https://www.coalesce-sussex.org/publications-link-pages/reward-devaluation monthly 0.5 2026-02-03 https://www.coalesce-sussex.org/publications-link-pages/eye-tracking monthly 0.5 2026-02-03 https://www.coalesce-sussex.org/publications-link-pages/declarative-memory monthly 0.5 2026-02-03 https://www.coalesce-sussex.org/publications-link-pages/the-witness-aimed-first-account-wafa-a-new-technique-for-interviewing-autistic-witnesses-and-victims-maras-et-al-2023 monthly 0.5 2025-11-20 https://www.coalesce-sussex.org/publications-link-pages/physiological-and-perceptual-correlates-of-masculinity-in-childrens-voices-cartei-et-al-2023 monthly 0.5 2025-11-20 https://www.coalesce-sussex.org/publications-link-pages/memory-learning-and-language-in-autism-spectrum-disorder-boucher-and-anns-2023 monthly 0.5 2025-11-20 https://www.coalesce-sussex.org/publications-link-pages/assessing-recollection-and-familiarity-in-autistic-spectrum-disorders-methods-and-findings-bigham-et-al-2010 monthly 0.5 2025-11-20 https://www.coalesce-sussex.org/publications daily 0.75 2026-01-30 https://www.coalesce-sussex.org/contact daily 0.75 2026-01-30 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/fc1b187d-97fc-4730-b8e0-c23b9b452961/LOGO+WITH+SPACE.png https://www.coalesce-sussex.org/about daily 0.75 2026-03-30 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/9c34eac9-d294-4423-ad55-568aa491558a/logo+2+e-nb.png https://www.coalesce-sussex.org/people daily 0.75 2026-03-19 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/185e4f3f-bf47-4cbd-b1b1-53d2b0dd864e/tempImagekqGsrD.jpg People https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/2d0be186-6f26-4d8b-8bae-58a628d7f057/P-16.jpg People https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/74db3512-ca38-480b-8943-0e6555e23984/P-1.jpg People https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/e8883b13-abfd-44ac-9a2d-ff5ad2c7e11f/P-10.jpg People https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/c14dac4d-2218-42e6-8c81-a1b42d774f64/P-4.jpg People https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/9ff57ef2-4296-4afe-8c4e-6cb8bc7971f9/IMG_5448_17815029434241342292.jpeg People https://www.coalesce-sussex.org/resources daily 0.75 2026-04-14 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/be0f4b8a-bd78-4081-be60-ffc8f50251bc/Sensory+needs+at+the+dentist.png Resources Infographic titled 'Supporting Sensory Needs at the Dentist: A Guide for Parents, Carers, and Dentists' providing guidelines for before, during, and after dental appointments. Features illustrations of a family with a child, a dental chair, toothpaste, a toothbrush, a bottle of mouthwash, and a cartoon tooth with a spoon. Contains text boxes with tips and information about sensory considerations and coping strategies. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/458c9897-06b8-4319-bbc7-f83dfae50247/Local+Shops.png Resources Infographic about sensory diversity in local shops, focusing on making shops more accessible for neurodivergent individuals, with sections on clear signage, integrating technology, non-verbal communication, quiet hour and spreading awareness. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/13368c75-5a32-436c-bd51-8365f264f7f0/Screenshot+2025-11-19+141858.png Resources Infographic titled 'The Autism in Universities Project' showing a study comparing academic and social experiences of autistic university students with non-autistic peers. It includes participant demographics, average age, gender distribution, country origins, degree levels, and study fields categorized by social sciences, humanities, business, sciences, and healthcare. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/90e4bd18-7485-4054-9af6-c0cf39bb7c9d/Image+14-04-2026+at+13.47.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/68540d9c-3c2c-458c-9f0c-a872d3918870/Double+Empathy+Theory.png Resources Comparison infographic of neurodiverse and neurotypical individuals on understanding and expressing emotions in the context of double empathy theory. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1952bd40-63f8-4585-9263-196107dea446/Sensory+Diversity+Awareness.png Resources An infographic about sensory diversity awareness for creating inclusive environments on a campus, with sections on preparation before visits, ways to support during visits, and post-visit resources, including tips for sensory-friendly adjustments and considerations for neurodiverse individuals. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/fce591b3-a1c3-46ee-8f95-e7adca1362d2/Screenshot+2025-11-19+141919.png Resources An infographic summarizing findings from the ALEQ highlighting challenges faced by autistic students in academic and social contexts, with data comparing autistic and non-autistic students. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/f883227c-a339-4cd6-82f8-d7bf9efffddf/Image+14-04-2026+at+13.47+%281%29.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/38896b27-6ccb-4b2d-970d-5c80d30ce5b5/Police+Caution+Study.png Resources Academic poster titled "Do Autistic Individuals Understand the UK Police Caution?" with sections on Background, Objectives, Methods, Results, Figures, and Conclusions. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/b574d43b-9055-449d-8bf4-f8ef8769589e/AMAZE.png Resources Informational poster for AMAZE Disability Services UK, titled 'Sensory Application'. It explains sensory sensitivity, AMAZE services, environmental considerations, specific recommendations for sensory environments, and references. The poster includes a photo of a room with chairs, windows, and natural lighting. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/090742b9-7261-4993-b53c-0e87c417ca68/Screenshot+2025-11-19+141933.png Resources University-wide recommendations for supporting inclusion, transition, learning, and sensory sensitivities with specific strategies for each area. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/1a382b1f-8846-49ad-bfe1-235bc2087979/Image+14-04-2026+at+13.57.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/7b9793e0-301d-4465-837d-e26a27226fa2/Extreme+Demand+Avoidance.png Resources Research poster titled 'A multimodal exploration of extreme demand avoidant behaviors displayed by autistic learners in education.' The poster includes sections on background, objectives, methods, key findings, discussion, and future directions, with text and diagrams illustrating communication and demand avoidance behaviors. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/96ce0866-6b26-471f-ad2f-52d6a3641d68/Screenshot+2025-09-05+at+11.13.05.png Resources Infographic titled 'Supporting Sensory Needs at the Cardiologist' with sections on sensory overload problems—light, sound, smell, touch—and solutions for tactile, auditory, visual, and olfactory sensitivities. Includes illustrations of a heart monitor, headphones, a smiling sun, and a medical device. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/c5f550c0-1650-47a0-bdc9-9750f188df93/Screenshot+2025-11-19+141945.png Resources Recommendations for faculty on supporting information processing, cognitive flexibility, sensory sensitivities, organization/time management, and social challenges, with specific tips for each area. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/63cee5f3-3d74-4156-83bb-ba0ceb7389f9/Image+14-04-2026+at+13.48.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/2947cee0-03d9-4f2b-aafa-bbcc332b63d8/Intensive+Interaction.png Resources An infographic explaining intensive interaction, a communication approach for disabled individuals. It features sections on fundamentals of communication, tips like tuning in, letting the learner lead, pausing, being responsive, listening, and stopping when the learner stops. It includes a list of communication goals, such as enjoying being with others and developing attention, with colorful icons and illustrations of children, one in a wheelchair, engaging in activities. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/971a9b6b-0968-4b9a-8926-c3eef7191e24/Screenshot+2025-09-08+at+15.46.23.png Resources Infographic about making student centres more autism-friendly, including sections on sensory rooms, noise-canceling headphones, quiet spaces, quiet hours linking to autism theory, with icons and text explaining benefits and implementation methods. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/8f91ac71-09d7-4317-be3a-895f0fba2f9f/Screenshot+2025-11-19+142003.png Resources Support staff recommendations infographic with four support sections: personalised support, cognitive flexibility, organisation and time management, and social challenges. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/411bd2e1-e53c-4ef8-a18c-fa4deeca1fb6/Image+14-04-2026+at+13.49.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/da021dea-9662-4da8-93bd-d0f263b227c1/Maternal+Autism.png Resources Research poster titled 'Maternal Autism: Parental Reflective Functioning and Wellbeing' from University of Sussex. It includes sections for Background, Methodology, Results, and Conclusion with charts and data. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/a638bc9f-c31d-4f26-844d-29b2b55cc93e/X-Ray.png Resources Infographic titled 'Supporting Sensory Needs During a Child's X-ray' with sections on preparation, during the appointment, patience/understanding and behavioural therapy, including illustrations of children and medical staff. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/51cb0396-2a55-462f-a9ee-0028b410e55f/Image+14-04-2026+at+13.46+%281%29.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/93eca93a-d408-43c7-85c9-4dea8e6883c8/ALEQ.png Resources Poster titled 'The Academic Learning Experiences Questionnaire' from the University of Sussex. It contains sections labeled Background, Scale Development, Methods, Findings, and Conclusions, with text, a line graph comparing groups on ALEQ subscales, and the university logo. There is a graphic of an infinity loop made of colorful squares at the top center. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/20a5f3e8-5ff6-4ff5-a056-00f5c1ba8880/Sensory+Diversity+in+the+Classroom.png Resources Informational poster titled "Sensory Diversity in the Classroom: A Teacher's Perspective" featuring sections on safe spaces, noise levels, support inclusivity, movement breaks, and signs of sensory overload with illustrations and text, including drawings of a lightbulb, a student with closed eyes, headphones, a support symbol, and children playing. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/6ae3b80f-debb-40b2-8588-eb9a2761966a/Image+14-04-2026+at+13.46+%282%29.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/0a939cb0-46b7-498b-bb29-29c408f37fe8/Archery.png Resources An informational poster titled "Hitting the Bullseye: Embracing Neurodiversity at Sussex Archery Club". The poster discusses the importance of inclusivity for neurodivergent students in archery, highlighting key challenges and adaptations such as sensory sensitivities, communication barriers, and social anxiety. It includes images of people participating in archery activities, using adaptive equipment and communication aids. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/2828e22a-23b5-4915-8017-7e9c9648e9af/Image+14-04-2026+at+13.46+%283%29.jpeg Resources https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/081278aa-d9b8-40df-bc55-7f3c4fd6bf2f/Counselling.png Resources Poster titled "Counseling for all...or just neurotypicals?" discussing neurodiversity in counseling, with sections on accommodations and flexibility, representation and inclusion, therapist training and awareness, and sensory-friendly environment, decorated with purple floral illustrations. https://www.coalesce-sussex.org/home daily 1.0 2025-12-03 https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/4f76491a-b478-4a62-90b4-d3a6324835c4/G-2.jpg Home Four women standing outdoors in a park with trees and sunlight in the background. https://images.squarespace-cdn.com/content/v1/67c9cd00912c0c7abf102229/cd1dac3f-7d23-4394-a9b1-ea4865054bee/coalesce+LOGO+big.png