Taking an interest: the impact of including autistic children's absorbing interests in learning experiences neuro-affirmative approach

Abstract

Background and Aims: Despite policy advances and increased understanding of Autism, Autistic children continue to face barriers to inclusive education (Bailey & Baker 2020; Lynam et al., 2024; Stephenson et al., 2021). This research considers the impact and feasibility of an Interest Map that weaves absorbing interests into learning experiences, aiming to identify factors that support positive experiences of interest-based learning for Autistic children. It explores the perspectives of Autistic children, their parents and teachers on their experiences of absorbing interests using neuro-affirmative approaches that prioritise Autistic voice.

Methodology: This study employed an instrumental qualitive case-study design (Stake, 1995). Participants included four Autistic children attending three primary school special classes, their teachers, and parents. Informed by data collected using the Mosaic Approach (Clark, 2017), an individualised Interest Map was created for each child linking their articulated absorbing interest to educational targets. Semi-structured interviews and reflective dialogues were facilitated with parents and teachers. Data were analysed using Reflexive Thematic Analysis (Braun & Clarke, 2019).

Results: Insights are provided into the experience of absorbing interests from child, parent and teacher perspectives. Findings indicate that there are benefits across academic, social and affective domains when Autistic children’s absorbing interests are included in educational activities. Facilitators and barriers are discussed when considering the feasibility of implementing the Interest Map.

Implications: As well as responding to the dearth of Autistic children’s voice in research, this study contributes valuable findings to the relatively under-researched area of absorbing interests. Findings have implications across policy and practice dimensions for educators and Educational and Child Psychologists. Accentuating benefits accruing from interest-based learning across policy and curricula, as well as including practical strategies in national and school-level programmes, presents a pragmatic way forward to mitigate barriers to inclusion and transform Autistic children’s educational experiences (O’Sullivan & Ring, 2024; Ring, 2024).