DR Sarah Timperley
Research Fellow
School of Learning Sciences
14 Scholarly works
3 Projects
HIGHLIGHTS
2026
Book Chapter
Locating Ourselves in the Modern Academy
DOI: 10.1108/978-1-83662-556-8202610012026
Book Chapter
People, Politics, Power Structures and Politeness: A Crash Course in Social Dynamics I Would Rather Have Avoided
DOI: 10.1108/978-1-83662-556-8202610042026
Book Chapter
Where Difference Belongs: Vignettes From a Global Neurodivergent Research Community
DOI: 10.1108/978-1-83662-556-8202610102026
Research grants (ARC, NHMRC, MRFF)
Press B to Belong: Implementing a School-Embedded Game-Based Intervention to Support Social Development of Autistic Students
2025
Conference Proceedings
“Being always visible means I’m never comfortable”: An exploratory analysis of neurodivergent experiences of spaces and how they are utilised in a large Australian university
DOI: 10.26188/301949232025
Research grants (other domestic)
Inclusive Learning Environments in Universities: Survey Pilot Study
2025
Research grants (other domestic)
RG0109 Reproductive Justice and Neurodivergence: A Participatory Approach to Addressing Structural Inequity
RECENT SCHOLARLY WORKS
2026
Journal article
Towards Aligned, Responsive, and Rigorous Appraisal of Neurodiversity Affirming Mental Health Research: The Neurodiversity Appraisal Tool (NeuDAT)
DOI: 10.1177/275463302614647282025
Conference Proceedings
"BEING ALWAYS VISIBLE MEANS I'M NEVER COMFORTABLE" Appendix A: Physical barriers coding scheme
DOI: 10.17613/kpcx4-28g832025
Report
Submission to the House Standing Committee on Health, Aged Care and Disability inquiry into the Thriving Kids initiative
DOI: 10.17613/m12g9-m5y662025
Recorded or Rendered Work
Insights from the Early Childhood Teacher Neurodiversity Project
DOI: 10.26188/304522642024
Journal article
Creating the conditions for inclusion: Investigating optimal physical spaces for supporting neurodivergent staff and postgraduate students
DOI: 10.1177/275463302412853532022
Journal article
Tender Shoots: Effects of a Preschool Shared Book Reading Preventive Intervention on Parent-Child Reading and Parents' Involvement in the First Year of School
DOI: 10.1007/s12310-022-09505-6