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Research

Using P4C in RE as a support for pupils diagnosed with ASD

Michael Tanner

Research Summary

The research project was a qualitative study exploring the experience and inclusion of Autistic Spectrum Disorder (ASD) pupils within RE, which can be a difficult subject for these pupils. Two pupils were chosen as case studies and data obtained through observations, field notes and a questionnaire. It is important that ASD-diagnosed pupils feel supported in their communication. Different pedagogies were explored over a short series of lessons, focussing on the use of ‘slow pedagogy’, and specifically, Philosophy for Children (P4C). The purpose of this project was to determine if RE teachers can help support autistic students to thrive in RE using the P4C pedagogy, and the answer a qualified yes, as it appears best supplemented by other approaches.

Researchers

Michael Tanner

Research Institution

This is a report of a University of Birmingham MA Teaching Studies dissertation.

What is this about?

  • Can P4C, as a pedagogical approach, help ASD-diagnosed pupils to succeed in RE?
  • What happens when a form of ‘slow pedagogy’, namely P4C, is used as a possible way to address these pupils’ needs in relation to thought and behaviour; social interaction; and language and communication?
  • Might wider messages for RE teachers and teaching emerge from this relatively small-scale enquiry?

What was done?

Over a period of four P4C in RE lessons, in Y7, mixed methods were used to document and evaluate the use of P4C pedagogy in addressing the needs of ASD-diagnosed pupils (in relation to thought and behaviour; social interaction; and language and communication). Two individual case studies were combined with researcher and observer (SENCO) observation and field notes, together with a pupil questionnaire.

Main findings and outputs

  • P4C is not a panacea when addressing the needs of ASD-diagnosed pupils; but it has worth in assisting their development.
  • It will be better combined with phases of ‘faster pace’ pedagogy. A fully P4C-based RE curriculum for ASD-diagnosed pupils would not be ideal.
  • Even though the flow of ideas in P4C lessons can lead to overload for ASD-diagnosed pupils, it can also help their imaginative engagement with the ideas of others.
  • However, education in general needs to be more holistic and put pupils’ own development at the forefront, rather than narrower cognitive aims.

Relevance to RE

The dissertation contains a useful survey of relevant legislation and policy, for teachers in general. In terms of RE specifically, it gives a detailed report of how P4C assisted the progress of two ASD-diagnosed pupils, together with an assessment of the limitations of this approach and the finding that P4C should ideally be combined with other pedagogies towards this end.

Generalisability and potential limitations

As a case study of two pupils, this research offers depth rather than generalisability. As the researcher acknowledges, there were also time constraints. However, the research suggests some useful principles and routes for adaptation or re-contextualisation: others investigating the issues might find valuable starting points here.

Find out more

We are grateful to Michael Tanner for permission to report on and share his master’s dissertation. Contact Kevin@cstg.org.uk for further details.

 

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