SPECIAL INTERESTS in AUTISM

NEW EVENT
  • Thursday 21 August 2025
  • 9:00 am - 3:00 pm
  • Vibe Hotel Melbourne, 1 Queen St, Melbourne, Vic, 3000, Australia
TrainerDr Anna Bortoli (AUS)
CPD Hrs6
IncludesCatering, handbook and certificate

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:

  1. Is the behaviour causing the person unhappiness – but they are unable to stop?
  2. It is creating issues for other people, for example siblings or peers.
  3. Is it undermining their ability to learn? For instance, are they unable to concentrate on anything else at school?
  4. 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

Presented by: Dr Anna Bortoli is the founder of Learning Visually. She works part time as a Learning Specialist (Instructional Coach) for Department of Education-Victoria and is a sessional lecturer with La Trobe University. As a private consultant, she provides professional learning and in-situ training with teachers about strategies and approaches for learners with developmental delay, autism, trauma and ADHD. Her research work relates to the areas of Structured TEACCHing, Executive Skills for Learning, Behaviour Problem Solving, Curriculum Differentiation and IEPs. She is TEACCH® Certified Advanced Consultant and has received training through Division TEACCH® Autism Program at the University of North Carolina. Her TEACCH® training has enabled Anna to provide in-situ coaching with teachers on the physical structure of learning spaces and implementing the different elements of the structured teaching approach within the TEACCH® framework. 

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.  

Tickets

Ticket typePriceQuantity

Early Bird Ticket

$365.00$265.00 AUDincl GST

Save $100

Available until 1 Aug 2025

$365.00$265.00 AUDincl GST

Standard Ticket

$365.00 AUDincl GST

$365.00 AUDincl GST

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