SPECIAL INTERESTS in AUTISM | In-house Training
- Tuesday 30 December 2025
- 9:00 am - 3:00 pm
- Your Location
CPD Hrs | 6 |
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Includes | Handbook and certificate |
In-house training: We can arrange group training at your workplace for educators and professionals. Email us.
The Importance of Special Interests/Obsessions for Autistic Students
Special interests fit into the category of “restricted, repetitive and stereotyped patterns of behaviour/activities.” Special interests are one of the most common characteristics observed in autistic students and historically were regarded as major hinderances to learning and socialising. As a result, some interventions were designed to limit the student’s access to their special interest, or it may have been used as a reward for positive behaviour.
Also known as passions, today special interests are viewed differently, as autistic individuals consider their interests to be a powerful tool, which according to Attwood and Garnett (2025) suggest that special interests help shape their identity, support their wellbeing and enhance their personal development. In many instances, the special interest has opened doors to a successful career for some autistic adults.
Passions or interests are specific to an autistic individual. The student may shift interests or stick with one for a certain period. The interests might include toys, objects, activities, certain topics of interests such as dates, landmarks or animals; they may even serve a sensory purpose for them. Autistic children can get upset when they can’t enjoy their special interest or obsession. To remove the special interest can often be more problematic as the student is more likely to replace it. Sometimes the replacement may have more negative consequences.
Sometimes an interest can switch into an obsession and will require adults working with the student to reflect on whether the interaction with the object or item has become obsessive. Using a solution focused approach that includes student agency can be helpful to work through such scenarios. Reflective questions can assist adults and the student, such questions developed by Bennie (2023) could help determine whether a behaviour is an obsession:
- Is the behaviour causing the person unhappiness – but they are unable to stop?
- It is creating issues for other people, for example siblings or peers.
- Is it undermining their ability to learn? For instance, are they unable to concentrate on anything else at school?
- Is it limiting their ability to make friends or meet new people?
Every autistic student is an individual and each will have their own interests. In our roles as educators, it will be more productive to create ways of working with their interests and view their interests as strengths. The goal with special interests is for all to embrace the benefits they may bring to the student’s day and help them find a balance between the interest and expectations that a day at school will bring.
In this one-day workshop participants will gain a better understanding about passions or special interests, their meaning and purpose for the autistic student. Using a balance of theory and practical experiences, participants will learn to apply solution focused strategies that are drawn from Structured TEACCHing principles
Audience: for education and other professionals that apply behavioural/developmental/neuro-science and TEACCH® to their pedagogy to enhance inclusive practice and promote independence.
Education Professionals: All education professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Early Childhood Workers who support behavioural challenges and complex learning needs of neurodivergent students.
Other Professionals: Allied health professionals including, but not limited to Psychologists, Social Workers, Nurses, Occupational Therapists, Youth Workers, Mental Health Workers, Disability Workers, Guidance Officers, Speech and Language Therapists, Residential Care Workers and Foster Support Workers and Vocational Rehabilitation Consultants, looking to enhance their therapeutic skills.
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