Hamilton, Lorna G.

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Biography
My Latest
My Most Viewed

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Contact

profile_image:

Name:

Hamilton, Lorna G.

Email:

L.Hamilton1@yorksj.ac.uk

Department:

School of Education, Language & Psychology

Organisation:

York St John University

Address:

Lord Mayors Walk York YO30 7EX

Country:

Homepage:

https://www.yorksj.ac.uk/health--life-sciences/faculty-of-hls/staff-contact-details/psychology-staff/lorna-hamilton.aspx

Biography

Expertise:

Cognitive development, Neurodiversity, Autism, Dyslexia, Inclusive education, Home literacy environment

Job title:

Professor of Developmental Psychology and Inclusive Education

Qualifications:

PhD Psychology: University of York; PGDip Psychology (conversion for postgraduates) - Open; University - Distinction MPhil Philology - Cambridge University - Distinction; BA(Hons) Anglo-Saxon, Norse & Celtic - Cambridge University - 1st class

My Latest

Deakin, Michele, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Heasman, Brett ORCID: https://orcid.org/0000-0002-3621-3863 and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2026) Fit-for-purpose psychological interventions to support the wellbeing of autistic adults: A systematic review. Autism & Developmental Language Impairments. (In Press)
Cook, Anna and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2026) Policy briefing: Supporting neurodivergent pupils in mainstream schools. University of Surrey.
Hamilton, Lorna G ORCID: https://orcid.org/0000-0003-0526-8252, Williams, Jamie, Neilson, Darcy and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2026) Inclusive Neurodiverse Campuses: A participatory approach to understanding neurodivergent belonging in higher education. Neurodiversity, 4. pp. 1-14.
Wain, Daniella, Williams, Gemma, Charura, Divine ORCID: https://orcid.org/0000-0002-3509-9392, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Milton, Damian, Wortman, Deborah and Heasman, Brett ORCID: https://orcid.org/0000-0002-3621-3863 (2026) Transitioning in and out of Autistic Flow: A Qualitative Study Presenting a Non‐Pathologising Approach to Autistic Well‐Being and Conceptualising Autistic Ways of Being in Clinical and Therapeutic Settings. Counselling and Psychotherapy Research, 26 (1).
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Cook, Anna (2026) Supporting neurodivergent pupils in mainstream schools: A mixed methods survey of school staff in the United Kingdom. Neurodiversity.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2025) Designing for neurodiversity in higher education: A bioecological approach. In: Eddy, Andrew, Frawley, Timothy, Gavin, Blanaid, Quigley, Etain and Valeur, Charlotte, (eds.) Neurodiversity and higher education. Neurodiversity series . Routledge
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Williams, Jamie, Kat, Milo, Ralston, Brianna and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2025) Project INC: Inclusive Neurodiverse Campuses. Project Report. York St John University.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Esmaeeli, Sara and Hayiou-Thomas, Marianna E. (2025) The home literacy environment in families with a history of reading difficulties. In: Georgiou, George and Inoue, Tomohiro, (eds.) Home literacy environment and literacy acquisition: Evidence from different languages and contexts. Literacy studies . Springer Nature, pp. 125-140
Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Hanser, C. H., Williams, J. and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Sharing an example of neurodiversity affirmative hiring. Autism in Adulthood.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Williams, James and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2024) Inclusive Neurodiverse Campuses. In: Neurodiversity in Higher Education 2, 13/09/2024, York St John University. (Unpublished)

My Most Viewed

#	Item title
1	Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis	746	604
2	"We are different, that's a fact, but they treat us like we're different-er": Understandings of autism and adolescent identity development	627	1288
3	Neurodiversify your curriculum	581
4	"There's a lot of places I'd like to go and things I'd like to do": Personalised social care, austerity, and adults with learning disabilities in York. A report on the 'LD Voices, York' project.	390	115
5	"There's lot of places I'd like to go and things I'd like to do": The daily living experiences of adults with mild to moderate intellectual disabilities during a time of personalised welfare reform in the UK	389	472
6	Emotionally based school avoidance in the aftermath of the COVID-19 pandemic: Neurodiversity, agency and belonging in school	358	284
7	The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia	347	285
8	Does personalised social care meet the needs of adults with mild to moderate intellectual disabilities?	334	95
9	School transitions for autistic young people in mainstream settings	333	731
10	Fiction reading experience predicts narrative production skills in 9- to 12-year-old children.	321	91