Shaughnessy, Nicola (2009) Commentary on the empathising-systemising theory of autism: implications for education. Review of: The empathising-systemising theory of autism: implications for education by Baron-Cohen, Simon. Tizard Learning Disability Review, 14 (3). pp. 14-17. ISSN 1359-5474. (doi:10.1108/13595474200900023) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:31548)
| The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. | |
| Official URL: http://dx.doi.org/10.1108/13595474200900023 |
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| Additional URLs: |
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| Item Type: | Review |
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| DOI/Identification number: | 10.1108/13595474200900023 |
| Uncontrolled keywords: | autism, empathy, male brain |
| Subjects: | H Social Sciences |
| Institutional Unit: | Schools > School of Arts and Architecture > Arts |
| Former Institutional Unit: |
Divisions > Division of Arts and Humanities > School of Arts
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| Depositing User: | Nicola Shaughnessy |
| Date Deposited: | 11 Oct 2012 14:55 UTC |
| Last Modified: | 20 May 2025 08:25 UTC |
| Resource URI: | https://kar.kent.ac.uk/id/eprint/31548 (The current URI for this page, for reference purposes) |
University of Kent Author Information
Shaughnessy, Nicola.
| Creator's ORCID: |
 https://orcid.org/0000-0002-9555-9987
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