Anticipating effective pedagogy for autistic entomology students: listening to the student voice.

Segar, S.T., Astbury, M., Bartley, A., Farrow, A., McDermott, J.P., Plimmer, H., Croft, M., Kerry, B., Headley, J. and Irvine, B. (2025) Anticipating effective pedagogy for autistic entomology students: listening to the student voice. The Journal of Inclusive Practice in Further and Higher Education, 17.1. pp. 72-86. ISSN 2398-5976

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Abstract

Inclusive teaching has progressed somewhat in the past ten years and should be synonymous with effective pedagogy. We collaborated with a group of seven autistic students at a specialist institute with a focus on land-based sciences, including entomology and ecology, to explore limitations and potential improvements in entomology teaching. We present the findings from one 140-minute focus group and 375 minutes of one-to-one interviews. Three superordinate themes emerge: the autistic journey, challenges around education/support and institution/university specific issues. We explore the connection between autism and entomology and present a set steps for effective teaching and learning. First and foremost is to take time to know the student and prioritise a caring and interactive pedagogy. This can be achieved by cultivating an inclusive and non-judgmental campus culture, ensuring equality across all students. Further, we can engage autistic students as collaborators in assignment moderation, student messaging, lecture planning and campus design. A sense of inclusion will feed into varied teaching sessions and assessments that ensure that hyperfocus interests are fostered while developing general discipline specific skills. Finally, students identified a number of barriers that can - and perhaps should already - be addressed by the university (e.g., unreliable access to campus, unclear signage and outdated communications). Overall, students consistently identified a similar set of core issues and provided tractable solutions. Thoughtful provision of student care was considered to be essential to student success. However, it is worth noting the large variation in student journey and the centrality of considering the individual voice whilst implementing change.

Item Type:	Article
Keywords:	University, teaching, science, assessment, culture, neurodiversity
Divisions:	Agriculture and Environment (from 1.08.20)
Depositing User:	Mrs Susan Howe
Date Deposited:	09 Jul 2025 13:12
Last Modified:	09 Jul 2025 13:12
URI:	https://hau.repository.guildhe.ac.uk/id/eprint/18234

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