Teaching Children With Autism Spectrum Disorder With Restricted Interests

Abstract

Inclusive education requires teachers to adapt to childrenÕs learning styles. Children with autism spectrum disorder bring challenges to classroom teaching, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spectrum disorder with RIs published between 1990 and 2014. We to improve the social and educational experiences of all children, presenting a more pleasant and humane learning environment for everyone, as well as improving academic attainment (Briggs, 2004). Inclusion of children with SEN may require adaptations to the curriculum and classroom environment. In particular, children with autism have difficulties with learning, interacting and communicating with others, using an understanding language, thinking imaginatively and enjoying variation in activities, all of which are essential elements in classroom practice (Autism Working Group, 2002).Adaptive practices to the SEN of these children are therefore necessary and in some contexts, adequate provision is enshrined in law. 1 SEN for a particular child result from an interplay of several factors that fall broadly into four overlapping themes, of which disability and health is only one. The learning environment, family circumstances, and particular social and emotional needs of the child all contribute. Importantly, the styles of teaching and classroom practice that compose the learning environment can be a contributing factor, especially when educational practice does not take into adequate account a particular individualÕs circumstances and needs. In some cases, children with SEN may come up against barriers to learning and achievement as a result of an inflexible approach to the curriculum, to a schoolÕs ethos, or to teaching and learning methods that do not adapt to the SEN (Scottish Government, 2010).One prominent and practical concern for inclusion of ASD children into mainstream education is how best to work with restricted interests (RIs). These interests are objects or topics that ASD individuals pursue with focus and intensity, for example, demonstrating a fascination with hurricanes, that can restrict engagement with other objects or topics (Mancil & Pearl, 2008). In this paper we take inclusion to mean that children will be supported to work to the best of their ability and have their unique talents valued in the classroom, with teachers striving to provide enjoyable and effective learning experiences for all.!!! The restricted and repetitive interests of children with ASD pose particular challenges to teachers in mainstream settings. They can obstruct normal classroom practice and prevent curriculum teaching. And importantly, there is no consensus on how best to work with RIs in the classroom. On one hand, some teachers discipline and prohibit restrictive and repetitive interests to encour...

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