Thesis
Re-thinking play and inclusion for autistic pupils in Scottish schools : a postqualitative study of the role of app-based teacher professional learning
- Creator
- Rights statement
- 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
- Abstract This thesis re-thinks play and inclusion for autistic pupils in Scotland, to find out the extent to which a novel mobile app could successfully integrate a survey with video-based provocations of play with professional learning and critical reflection for teachers to impact inclusion. The Embracing Authentic Autistic Play series is a unique professional learning programme highlighting dominant theories around autism, inclusion and play as well as Scotland-based policy and practice around play pedagogy, children’s rights and inclusive play, with alternatives that challenge what is ‘known’. The ethico-ontoepistemology developed from collective influences of posthuman theorists supports a diffractive data entanglement framework through a critical lens. What resulted from this non-standard relational approach was an unfolding of the concepts ‘taking control’ / ‘relinquishing control’ and ‘not play’ / ‘play’. The difference created by these unexpected outcomes of the research enabled the creation of a diffractive ‘rainbow’ visualisation of key 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 / thinking outside the box; are visualised as key ideas that intra-act with the play and control continuums. This infographic can be used as a tool alongside the app, supporting teachers’ learning journeys for maximum impact. A future is envisioned by interview participants, where utilising the app as a ‘jumping off point’ for widespread acceptance of authentic autistic play leads to the impact of this research to ‘grow arms and legs’. There is a movement towards the radical acceptance of authentic autistic play underway. This research is a part of that, but the thesis is not the end of its involvement. It is an opportunity, a ‘becoming’, that will continue to intra-act with the authentic autistic play movement. Lay Summary Play and inclusion for autistic pupils in Scottish schools are turned on their heads within this thesis to question what teachers ‘know’. A new mobile app with a built-in play video survey and a professional learning programme for teachers, considers ‘knowledge’ from deep-rooted ideas around autism, inclusion and play. Ideas like ‘taking control’ / ‘relinquishing control’ and ‘not play’ / ‘play’ were unfolded through a connected approach to the research, and a ‘rainbow’ graphic was created to share these. Culture, mindset and perspective; language and justification; knowledge and understanding; confidence and consistency; relationships, empathy and support; value, acceptance and validation; buyin, meaningful change and thinking outside the box; are the key ideas shown in the rainbow 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 app could be used as a starting point for more people to accept authentic autistic play. A trend towards acceptance is underway and this research is a part of that. But instead of stopping 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
- Embargo Note
Relations
Items
| Thumbnail | Title | Date Uploaded | Visibility | Actions |
|---|---|---|---|---|
|
|
File | 2026-04-14 | Private |