Today is World Autism Awareness Day
In the last couple of years I have found myself doing more and more work related to autism. This has mostly been with Birmingham University’s Autism Centre for Education and Research (ACER) where the work has involved
- working on writing online training materials, such as those currently being produced for the Autism Education Trust ,
- working with Scottish Autism to support the development of a community of practice to share best practice across distributed services, and
- working with a school – Topcliffe Primary School – to explore how developing technologies can support children on the autism spectrum.
At the same time, the way in which children on the autism spectrum learn in a responsive environment designed especially for them (MEDIATE) has featured as a case study in both the most recent research papers I have been working on with Roy Williams and Simone Gumtau.
One – Synaesthesia and Embodied Learning has just been submitted to The Future of Theory in Education Conference, due to take place at Stirling University in June of this year.
Williams, R., Gumtau, S. & Mackness, J. (2012) Synaesthesia and Embodied Learning. (Paper accepted for ‘Theorising Education 2012: The Future of Theory in Education: Traditions, Trends and Trajectories Conference which is taking place 7-9 June 2012, at University of Stirling).
The second – a paper on complexity, learning environments and emergent learning – will be (fingers crossed) submitted within the next month, although we are also presenting a workshop (clinic) on this at the Stirling Conference.
What has been interesting for me in all this work is to get a glimpse into how people on the autism spectrum learn and reflect on how this informs teaching and learning with other groups. There are some intriguing links and challenges.