Photo of Dr. Prithvi Perepa

Dr. Prithvi Perepa

  • Job title: Senior Lecturer in Education (SEN and Inclusion)
  • Department: Special Education Needs & Inclusion

General information

Prithvi is a Senior Lecturer in Education (SEN and Inclusion) at the University of Northampton. He was trained as a special needs teacher and worked in the field of autism for over 20 years. He completed his M.Ed in Autism and his PhD in cultural perceptions of autism.

He worked in special schools as the head of the autism unit, head of the further education department and was advisory teacher for autism in mainstream schools.  Prithvi also has experience of working in residential and supported living services for people with learning disabilities and autism, and for national and regional autism and disability related charities where he developed services.


Prithvi is the Programme Leader for the MA in Special Educational Needs and Inclusion (SENI) and the MA SENI (Autism).

He teaches on a range of modules at the undergraduate and postgraduate. Currently this includes at undergraduate level:

  • Introduction to SEN
  • Introduction to the Autism Spectrum
  • Media and Creative Arts Approaches to Exploring Inclusion
  • Dissertation

And at postgraduate level:

  • Understanding the Autism Spectrum
  • Autism in the Early Years
  • Evaluating Approaches for Learners on the Autism Spectrum
  • Understanding challenging behaviour in people with autism and/or learning disabilities
  • Research Methods


Prithvi’s research interests include cultural perceptions of disability, teaching strategies for social skills in autism, gender and sexuality and autism, and working in collaboration with parents.

He is currently working on a situational analysis of inclusive education provision for children with autism in Sultanate of Oman which has been commissioned by UNICEF.

Prithvi currently supervises students pursuing their PhD at Northampton on the following topics:

  • First generation learners in rural communities of India
  • Use of technology to teach social skills to young people on the autism spectrum
  • Does the learning environment have an impact on the quality of young children’s utterances?


Jump to: 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2007


  1. Perepa, P. and Preece, D. (2018) A feasibility study for the application of the AET professional development model for the children’s social work community. London: Autism Education Trust.


  1. Landor, F. and Perepa, P. (2017) Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school? Support for Learning. 32(2), pp. 129-143. 1467-9604.


  1. Perepa, P. (2016) Autismus im Kleinkindalter. Paderborn: Junfermann Verlag. 9783955715021.
  2. Perepa, P. (2016) Creative movement approaches and autism. Invited Keynote presented to: Healing Autism: the Spiritual Dimension, Chennai, India, 04-06 January 2016.
  3. Perepa, P. (2016) Implications of cultural diversity on developing social-communication skills. Poster presented to: XI Autism-Europe International Congress, Edinburgh, 16-18 September 2016.
  4. Perepa, P. and Howley, M. (2016) Inclusion in Sultanate of Oman. Poster presented to: XI Autism-Europe International Congress, Edinburgh, 16-18 September 2016.
  5. Perepa, P. (2016) Sensory perceptions and impact on behaviour. Invited Keynote presented to: Let’s Talk About Autism Conference, London, UK, 15 November 2016.
  6. Perepa, P., Howley, M., Garner, P., Preece, D., Rose, R. and Farrow, B. (2016) Situation Analysis on Inclusive Education and Children with Autism in the Sultanate of Oman: Ten-Year Autism Strategy and Five-Year Autism Action Plan for children with ASD. (Unpublished)


  1. Perepa, P. (2015) Autism: A Practical Guide for Teachers and Parents. 2nd ed. Hyderabad, India: Prachee Publications. 9788174430380.
  2. Perepa, P. (2015) Impact of cultural perceptions on diagnosis of autism. Invited Presentation presented to: Becoming Visible: Comparing Inclusive and Special Education Policies, Practices and Research in Brazil and the UK, Sao Carlos, Brazil, 12-14 March 2015.
  3. Howley, M., Perepa, P., Preece, D., Garner, P. and Rose, R. (2015) Situation Analysis on Inclusive Education and Action Plan for Children with Autism in Oman: Comprehensive Literature review. (Submitted)


  1. Perepa, P. (2014) Cultural basis of social ‘deficits’ in autism spectrum disorders. European Journal of Special Needs Education. 29(3), pp. 313-326. 0885-6257.
  2. Perepa, P. (2014) Transitions - coping with big and small changes. Invited Keynote presented to: Let’s Talk About Autism Conference, London, UK, 26 November 2014.


  1. Perepa, P. (2013) Cultural diversity and autism spectrum. Invited Keynote presented to: Inservice in Autisme, Malle, Belguim, 12-13 November 2013.
  2. Perepa, P. (2013) Diversity and autism spectrum conditions. In: Chaplin, E., Hardy, S. and Underwood, L. (eds.) Autism Spectrum Conditions: a Guide. Brighton: Pavilion. pp. 97-104.
  3. Perepa, P. (2013) Implications of special needs and multiculturalism on the early years curriculum. In: Ang, L. (ed.) The Early Years Curriculum: The UK Context and Beyond. Oxford: Routledge. pp. 69-83.
  4. Samsel, M. and Perepa, P. (2013) The impact of media representation of disabilities on teachers' perceptions. Support for Learning. 28(4), pp. 138-145. 1467-9604.
  5. Perepa, P. (2013) Understanding Autism in the Early Years. Maidenhead: Open University Press. 9780335246649.


  1. Perepa, P. (2007) Are ASD services for minority ethnic communities accessible? Good Autism Practice. 8(2), pp. 3-8. 1466-2973.
  2. Perepa, P. (2007) Autism: a Practical Guide for Parents and Teachers. Hyderabad, India: Prachee Publications. 9788174430212.
  3. Corbett, C. and Perepa, P. (2007) Missing out? Autism, education and ethnicity: the reality for families today. London: The National Autistic Society. 9781905722273.
This list was generated from NECTAR on Mon May 21 18:57:45 2018 BST.

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