Monotropism is a special ability which should be celebrated, writes Ania Atkinson.
Despite tremendous efforts by schools and SEND specialists, much of society still persists in promoting negative stereotypes of autism. One needs only to look towards the latest Diagnostic and Statistical Manual of Mental Disorders which in setting out diagnosis of Autism uses the word ‘deficit’ repeatedly as a diagnostic weapon. Even the commonly used term ASD when expanded, is categorised by the parting word—’disorder’. So, what can we do to promote the positives that autism can bring, both to the child with autism and the wider classroom?
Monotropism is a theory that was first developed in the collective work of Murray, Lesser and Lawson in 2005. It is a form of hyper focus often synonymous with Autism. It is an ability (note—not a disability) to focus on a singular interest, often for long periods of time and in great detail.
Encouraging students to talk about and engage in their monotropic special interests can forge better relationships between teacher and student. It also has other multifaceted benefits. Allowing a child with autism extended time to focus on something which they are deeply interested in can help with self-regulation and encourage a sense of calm and happiness. This process can also lead to deep engagement, allowing for the child to enter into a ‘flow state’. Students with special and specific interests also have the potential to absorb huge amounts of information that could be harnessed, and this knowledge could be passed on to other students in the classroom and even to the teacher.
For example, if a student is feeling overwhelmed, and you know that they have a monotropic interest in Lego, why not create a quiet space for them and allow them extended time to create something calmly with their happy little bricks—could this be an opportunity to learn some maths too? Another student may have a special interest in birds or trains, or the phases of the moon—consider how this topic could be weaved into the curriculum, could a lesson be created around this, and could the child (if comfortable) get involved with planning, creating learning resources, or even be part of the delivery in small way?
Next time you have an opportunity, why not encourage your students with autism to speak about their interests, design a project or topic based around them, and engage with activities that are centred around these interests. Sometimes minor adaptations can have the biggest impact and bring the most joy.