While a single agreed definition of ‘inclusion’ is still elusive, the current lack of understanding would seem to be resulting in a misuse of the term which is in turn affecting its realisation (Slee, 2018).  System wide inclusive education, as seen with the New Brunswick model, has been internationally cited as the gold standard having worked towards total inclusion by closing all special schools and classes, ensuring that all children and young people attend their local school, alongside their peers (AuCoin, Baker and Baker-Korotkov, 2020). However sceptics have raised concerns as to whether all children can and ever will be educated successfully in mainstream classrooms. Hornby contends that ‘pushing for full inclusion following the New Brunswick model is based on rhetoric not evidence of effectiveness and most likely an illusion’ (2023, p.99).  The UNCRPD, which was ratified by the Irish State in 2018 challenges the existence of autism classes which are a part of the continuum of provision in Ireland. 

This research was guided by the following question: how do we reconcile the tension between the individual’s right to an inclusive education, alongside their peers, and the individual’s right to an education that supports their needs?  The objectives of this research are to demonstrate on a small scale how autistic children can appraise their current educational provision and thus play a key role in orienting future policy direction both nationally and internationally when engaged with appropriately.  As the first Irish study to focus on the lived experiences of autistic children in primary school, it is hoped this research will be used to inform policy makers in appraising the continuum of provision, showing inimitable value.  In sharing their lived experiences, barriers and supports to their inclusion, with a particular focus on access, participation and achievement, their inclusive experiences are discussed within the current arrangement of dual special class and mainstream provision at primary level.  Given the prevalence of special class provision in operation across Europe and cognisant of the splintered approach being applied towards enabling greater mainstream inclusion across the continent (EASPD, 2023), long-lasting and authentic inclusion will be realised by these neurodiverse learners through transparent international communication and collaboration including their voices.  

The conceptual framework guiding this research draws together key considerations regarding the theoretical underpinnings of inclusion, the neurodiversity paradigm (Kapp, 2020; Pellicano and den Houting, 2022), and child’s voice (Lundy, 2007; Flynn, 2019; Scott-Barrett et al., 2019).  This trio pervades the research in question which is concerned with accessing and authentically presenting autistic children’s voices based on their lived experiences of inclusive education in the Irish context.  Acknowledging the long history of discrimination faced by both children and autistic individuals, the intersectionality of the participants in this research demands discourses of power to be addressed alongside my own positionality as a neurotypical researcher.  

To address both the dynamics of power and the threat posed by researcher bias and to encourage maximum engagement through facilitation and empowerment of the autistic children in this research, a systematic literature review exploring approaches to researching with autistic children was imperative in supporting the development of the research design.  This was vital considering the lack of young autistic children's voices in the literature, particularly recent research in the Irish context which excused their exclusion from the research on special classes due to the difficulties in engaging them through conventional research methods.  From the outset this research sought to take a strengths-based approach to researching with autistic children.  Integral to this framework is the acknowledgement of the potential transformative impact of engaging with the voices of learners who are often the subject of research about them.  

Approach This qualitative study was informed by a systematic review of the literature which focused on accessing inclusive methodologies which had been tried, tested and recommended by researchers researching with autistic children of primary school age (Ward and Gormley, 2025). Key features of this research included the incorporation of a number of proven qualitative methods of data collection utilising the mosaic approach. These took the form of multiple activity-based methods which included picture drawing, photo taking, photo elicitation, poster making, and classroom tours led by the children alongside semi-structured interviews which were more like informal conversations. These methods took cognisance of power relations, and there was a heightened awareness of the impact of the decisions made by the researcher in supporting, facilitating and engaging the authenticity of the target voices. To address this the researcher engaged in an individual introductory rapport building session with each child prior to data collection, where the participating children chose a preferred activity to engage in with the researcher. Power dynamics were addressed to prepare for working as co-researchers through offering choice, preparatory sessions and multiple sessions with the researcher and also member-checking of interpretations. Important resources such as the stop card which would stop data collection at the request of the child, the purpose of the dictaphone and the movement break card (Daniel and Billingsley, 2010) were introduced along with the menu of methods of engagement. Participants 15 autistic children, aged between 7 and 12 years, (6 of whom had co-occurring conditions/diagnoses) who were availing of autism class provision in the four primary schools participated in this research. Initial and on-going assent was a feature of this research. Data collection A minimum of two interview sessions were completed by all children with a maximum of four sessions to facilitate repeated questioning to strengthen researcher interpretation and increase validity, think time between sessions, and the strengthening of rapport between the researcher and participating children were important features (Hebron and Bond, 2017; Lindblom, 2017). The average total time spent collecting data with each child during data collection was 61 minutes. Analysis Data were analysed using Krippendorf’s content analysis (2004), with recorded data supplemented with physical data. Physical data was analysed using Agniezska Duncan’s 4-SASA (2013). The qualitative data yielded thick descriptions of the experiences of the 15 participating children. Relationships across and between themes were considered, with observations, demographics and literature drawn upon in this interrogation.

In theory and on the basis of international inclusive educational policy as endorsed by the UNCRPD, total/full inclusion may carry great moral imperative and outwardly appear to provide optimal inclusion. While this may seem right at a surface level of understanding of inclusive ideological theory, it may seem that this conceptualisation of inclusion is defined as access and presence in a setting, overlooking to some extent the participation and achievement of neurodiverse populations within that setting. Thus, the reality of ‘inclusion’, ie. the lives and experiences of these children should be our guide to improving inclusive education, not ideology. The children shared their experiences of inclusive education through dual provision, it can be deduced that mainstream inclusion alone is not appropriate in meeting autistic children's needs as evident by the children in this research. The children’s contributions were consistent with the concept that ‘inclusion is a feeling, not a place’ (Goodall, 2018, p.1) and highlighted the fact that the Irish educational system requires significant changes to ensure autistic students can meaningfully participate alongside their peers (Rose and Shevlin 2021). The children in this study independently and spontaneously highlighted the need to adapt curricula, approaches to teaching and learning, behavioural expectations and the physical environment to support their inclusion. Findings demonstrate that unless the mainstream setting, into which autistic children are currently expected to assimilate, changes and adapts to support neurodiversity, inclusive education is destined to fail. To bridge the current gap, autism special classes could be leveraged to build capacity for inclusion in mainstream classes and support the needs of students challenged by the mainstream environment (Travers, 2023). It is clear from our findings that the children experienced the autism class as a place where they could more easily regulate and re-centre during the school day when socially, emotionally, or physically challenged.

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