Abstract:
Students on the autism spectrum often experience challenges in their learning environment that negatively impact their learning and wellbeing. Flexible Learning Environments are part of a global priority alongside flexible pedagogies to be inclusive and responsive to student preferences and needs. However, the fundamental characteristics of flexible learning environments may also present unexpected challenges for students on the autism spectrum, contributing to adverse conditions for learning and wellbeing. Flexibility in seating, increased collaborative interactions requiring social connection, and adverse sensory responses from increased student movement, may be confronting for students who often prefer routine and predictability.
Recognising the authentic voice of students on the spectrum, this research privileges student experience. Seven students in Queensland aged 8-12 years, shared their unique experiences with Flexible Learning Environments through student-led guided tours, interviews and the creation of visual stories. Data were analysed using reflexive thematic analysis and theorised using affordance theory (Gibson, 1979) alongside Sen’s (1985) capability theory.
Student preferences in these environments were clear and reasoned as they considered their own responses to ambient conditions, furniture choices, learning expectations, and navigating peer interactions. A surprising hidden story was the development of agency within flexible environments for these students as they adapted their surroundings to transform their learning spaces into places of security and comfort. Student identified barriers and enablers in these environments need to be considered and responded to through design improvements and teaching approaches if the inclusive potential for flexible environments to support students on the spectrum is to be realised.
Recognising the authentic voice of students on the spectrum, this research privileges student experience. Seven students in Queensland aged 8-12 years, shared their unique experiences with Flexible Learning Environments through student-led guided tours, interviews and the creation of visual stories. Data were analysed using reflexive thematic analysis and theorised using affordance theory (Gibson, 1979) alongside Sen’s (1985) capability theory.
Student preferences in these environments were clear and reasoned as they considered their own responses to ambient conditions, furniture choices, learning expectations, and navigating peer interactions. A surprising hidden story was the development of agency within flexible environments for these students as they adapted their surroundings to transform their learning spaces into places of security and comfort. Student identified barriers and enablers in these environments need to be considered and responded to through design improvements and teaching approaches if the inclusive potential for flexible environments to support students on the spectrum is to be realised.