EMBRACING SPECIAL INTERESTS

If using autistic strength and special interests can result in learning new skills and developing wellbeing, then why are we not embracing it more within our education system?

We have observed how using the pupil’s interests and their natural cognitive learning style can make a real difference to learning; and if these are used when adapting the curriculum the work can demonstrate real self-fulfilment and opportunities for growth. So whilst we acknowledge that meeting the needs of pupils in mainstream schools has its difficulties, we challenge educators to think outside the box when differentiating learning for this cohort and understand the individual. Understanding the differences in pupil’s cognitive styles can provide an indication of how individuals learn, and therefore can direct on how best to teach. Invest time in understanding your autistic pupil, their learning styles and their special interests, as this should be a prerequisite to ensuring education is meaningful. What we are beginning to observe is that for some autistic pupils, using strengths and special interests is their main gateway to meaningful learning.

Teaching professionals are often open about how they find autistic pupils difficult to include in mainstream classes, and that they are often at a loss as to how to make learning meaningful for them. This common feeling of frustration is shared by many autistic pupils that express how ‘unfair’ school can be and how ‘pointless’ certain subjects are. These are often responses to the complexities of the school social platform, the sensory onslaught in general classroom activity, and for some, the often inaccessible curriculum itself. Whereas the neuro-typical child responds intuitively to the learning environment of school, the autistic child struggles to navigate, exhausted each day from the effort it requires.

As we are all too aware, because schools stipulate that everyone should have access to the same education, all children regardless of their special educational need are often being delivered the same curriculum, through the same approach, in the same environment. Is this equality? Of course not, because we understand that the ‘same’ is not necessarily ‘fair.’ But to achieve true equality can be extremely difficult without a sound understanding of the pupil.

So what adjustments and differentiation to learning could take place to benefit autistic pupils? All autistic pupils are different, so what works well for one child will not necessarily work well for another. However, what we do observe frequently is that pupils can learn new skills through building on their current strengths.

Unlike neurotypical pupils who are motivated to learn within a social context, many autistic pupils are motivated by different aspects of learning in school. Specialist differentiation involving utilising special interests (or intense interests) has proven extremely successful in empowering autistic pupils, helping them to feel valued and acquire new skills. Working within their special interest can also make them feel safe and help to bring down any lurking anxieties. How we approach implementing the pupil’s special interest into curriculum learning is fundamental to its success. In order to create the right strategies we need to change the way we think about the pupil. A different perspective can make all the difference.

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#LEARNING #WELLBEING