Mobilisations of the intense interests of autistic children within special education classrooms.

拟议的跨学科研究表明，ECY致力于解决教育中残疾人社会正义的社会挑战。这项研究的重点是调动自闭症学生的强烈兴趣，为新的包容性实践提供信息，这说明了ECY途径致力于解决教育提供、获取和成就方面的不平等问题。拟议的研究不是学习的障碍，而是试图将强烈的兴趣视为学生构建世界的关键，以及真正包容性课程的必要条件。与现有研究主要针对主流教育环境不同，该研究旨在探索专业环境中强烈兴趣的作用。它使用电影制作方法并建议与多个利益相关者（即儿童，家庭和教师）合作，这表明ECY致力于以艺术为基础的方法参与社区。提议的研究意图在这些利益相关者之间共同开展这项研究，这表明了ECY途径对共同生产的承诺（包括学习者和教师作为共同研究人员）。研究中采用的反思性课程研究方法表明了ECY途径与教师共同开展研究的承诺，而其基于研究生产持续专业学习工具的意图表明了ECY对学校和更广泛教育领域从业者专业发展的承诺。

The proposed interdisciplinary study speaks to the ECY's commitment toattend to the societal challenge of Disability social justice in Education. Theproposed study's focus on mobilising autistic students' intense interests toinform new inclusive practices speaks to the ECY pathway's commitment toaddressing inequalities in educational provision, access and attainment.Rather than a barrier to learning, the proposed study seeks tode-pathologise intense interests as key to students' worldmaking, and soessential to a truly inclusive curriculum. Unlike extant research, whichprimarily targets mainstream education settings, the proposed study aimsto explore the roles of intense interest in specialist settings. Its use offilmmaking methods and proposal to work with multiple stakeholders (i.e.,children, families, and teachers) speaks to the ECY's commitment toengaging communities with arts-based methods. The proposed study'sintention to co-produce this research across these stakeholders speaks tothe ECY pathway's commitment to co-production (including learners andteachers as co-researchers). The reflective Lesson Study approachadopted in the study speaks to the ECY pathway's commitment toco-producing research with teachers, while its intention to produceContinual Professional Learning tools based on the research speaks to theECY's commitment to professional development for practitioners both in theschool and in the wider field of education.