Autism, Intense Interests and Support in School: From Wasted Efforts to Shared Understandings
Wood (2021)
This research article explores roles and function of specialist interests and monotropism within an educational setting. The author suggests that whilst specialist interests have previously been views in a negative light they are linked to a range of educational and longer-term benefits for Autistic children. This research examines a case study from five mainstream primary schools in England via qualitative thematic analysis. The author considers the roles and functions of strong interests in 10 Autistic children, with additional data from 36 school staff, 10 parents and a sample of 10 Autistic adults. The research outlines how the school staff responded to the Autistic children’s specialist interest and argue that by accepting this cognitive trait there can be a range of educational, social and affective advantages for the children. The author concludes by suggesting that all children, though particularly Autistic children, might gain deeper knowledge or awareness of specialist interests. This in turn could be incorporated into educational practices for the benefit of all.
