Unlocking Inclusive Pedagogy

Learning from Children’s Insights in a Senior Autism Class

Abstract

This study explores the experiences of children in a senior autism class in a suburban Irish primary school, with a focus on their transition from mainstream classrooms. By centring on their voices through participatory creative workshops, the research uncovers insights into fostering inclusive environments that support belonging and active participation. The findings address gaps in Irish educational discourse, particularly the absence of autistic students' perspectives in shaping educational strategies, emphasising the need for individualised teaching, sensory accommodations and fostering peer relationships.