Publications & Pre-Prints

Coming Soon: Leigh, Jennifer S and Sarju, Julia and Slater, Anna G. (2024) Can science be inclusive? Belonging and identity when you are disabled, chronically ill, or neurodivergent. In: Kandiko-Smith, Camille, ed. Belonging and identity in STEM Higher Education. UCL Press. 

• Blog post - Anarchy and Activism: Disrupting Disability Event (Upon Reflection) https://www.sheffield.ac.uk/ihuman/news/anarchy-and-activism-disrupting-disability-event 

• Egambaram, O., Hilton, K., Leigh, J., Richardson, R., Sarju, J., Slater, A. and Turner, B. (2022). The future of laboratory chemistry learning and teaching must be accessible, Journal of Chemical Education, 99(12), 3814–3821.

• Fellows, J. & Turkenburg-van Diepen, M. (2021). Intersectionality: action from knowledge. In Conversation for Disability History Month 2021, December 6th, 2021, UK.

• Fox, L., & Asbury, K. (2024). Exploring the friendship experiences of autistic children in mainstream primary school.

• Haynes, L. & Turkenburg-van Diepen, M. (2018). Voices and Practice of SEND in Science Initial Teacher Education. In Towards Inclusion of All Learners through Science Teacher Education (pp. 329–337). Brill.

• Jones, L. C., Sarju, J. P., Dessent, C. E. H., Matharu, A. S., Smith, D. K., (2022) What makes a professional chemist? Embedding equality, diversity, and inclusion into chemistry skills training for undergraduates, Journal of Chemical Education, 99, 1, 480–486.

• Sarju, J. P., Jones, L. C., (2022) Improving the equity of undergraduate practical laboratory chemistry: Incorporating inclusive teaching and accessibility awareness into chemistry graduate teaching assistant training, Journal of Chemical Education, 99, 1, 487–493.

• Sarju, J. P. (2021) Nothing about us without us – Towards genuine inclusion of disabled scientists and science students post pandemic, Chemistry–A European Journal, 27(4): 10489-10494.