Unlocking Inclusive Pedagogy

Learning from Children’s Insights in a Senior Autism Class

Abstract

This study explores the experiences of six boys in a senior autism class in a suburban Irish primary school, focusing on their transitions from mainstream classrooms. Centring their voices through participatory creative workshops, the research uncovers how students perceive belonging, participation, and teaching approaches. Findings highlight the importance of sensory accommodations, flexible pedagogy, and authentic peer relationships. The novelty of this study lies in integrating autistic children’s verbal and non-verbal contributions, such as LEGO® models, friendship chains, and ranking tasks, into the analysis, offering practical insights for teachers and policymakers. By embedding children’s rights (United Nations Convention on the Rights of the Child [UNCRC], Articles 2, 5, and 12) within inclusive pedagogy, the study demonstrates that meaningful participation by autistic students is essential for equity in Irish education.