Thesis

Re-thinking play and inclusion for autistic pupils in Scottish schools : a postqualitative study of the role of app-based teacher professional learning

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Awarding institution
  • University of Strathclyde
Date of award
  • 2026
Thesis identifier
  • T17683
Person Identifier (Local)
  • 202193367
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • AbstractThis thesis re-thinks play and inclusion for autistic pupils in Scotland, to find out the extentto which a novel mobile app could successfully integrate a survey with video-basedprovocations of play with professional learning and critical reflection for teachers toimpact inclusion. The Embracing Authentic Autistic Play series is a unique professionallearning programme highlighting dominant theories around autism, inclusion and play aswell as Scotland-based policy and practice around play pedagogy, children’s rights andinclusive play, with alternatives that challenge what is ‘known’. The ethico-ontoepistemology developed from collective influences of posthuman theorists supports adiffractive data entanglement framework through a critical lens. What resulted from thisnon-standard relational approach was an unfolding of the concepts ‘taking control’ /‘relinquishing control’ and ‘not play’ / ‘play’. The difference created by these unexpectedoutcomes of the research enabled the creation of a diffractive ‘rainbow’ visualisation ofkey ideas and concepts. The key ideas of culture / mindset / perspective; language /justification; knowledge / understanding; confidence / consistency; relationships /empathy / support; value / acceptance / validation; buy-in / meaningful change / thinkingoutside the box; are visualised as key ideas that intra-act with the play and controlcontinuums. This infographic can be used as a tool alongside the app, supportingteachers’ learning journeys for maximum impact. A future is envisioned by interviewparticipants, where utilising the app as a ‘jumping off point’ for widespread acceptance ofauthentic autistic play leads to the impact of this research to ‘grow arms and legs’. There isa movement towards the radical acceptance of authentic autistic play underway. Thisresearch is a part of that, but the thesis is not the end of its involvement. It is anopportunity, a ‘becoming’, that will continue to intra-act with the authentic autistic playmovement.Lay SummaryPlay and inclusion for autistic pupils in Scottish schools are turned on their heads withinthis thesis to question what teachers ‘know’. A new mobile app with a built-in play videosurvey and a professional learning programme for teachers, considers ‘knowledge’ fromdeep-rooted ideas around autism, inclusion and play. Ideas like ‘taking control’ /‘relinquishing control’ and ‘not play’ / ‘play’ were unfolded through a connected approachto the research, and a ‘rainbow’ graphic was created to share these. Culture, mindset andperspective; language and justification; knowledge and understanding; confidence andconsistency; relationships, empathy and support; value, acceptance and validation; buyin, meaningful change and thinking outside the box; are the key ideas shown in therainbow infographic. This can be used as a tool alongside the app, supporting teachers’learning journeys for better outcomes. Interview participants saw a future where the appcould be used as a starting point for more people to accept authentic autistic play. A trendtowards acceptance is underway and this research is a part of that. But instead ofstopping here with this thesis, it will stay tangled up in the trend moving forward.
Advisor / supervisor
  • Mevawalla, Zinnia, 1988-
  • Robinson, Anna, 1969-
Resource Type
DOI
Date Created
  • 2025

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