Freedom to Be Who I Am: How Self-Directed Learning Supports Autistic Students With a Pervasive Drive for Autonomy (PDA)

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Abstract

Autistic students with a pervasive drive for autonomy (PDA) are often expected to meet adult-imposed academic and behavioral standards, but are denied equal input or dignity in their educational design or experience. This qualitative, art-based study explored the question: How do Autistic students with PDA profiles describe their experiences of autonomy and well-being in self-directed learning (SDL) environments? This study centered on four PDA co-researchers (i.e., students) in two respective SDL spaces: an independent democratic school and the San Francisco Bay Area homeschooling community. Grounded in disability critical race studies (DisCrit) and Neuroqueer theory, these researchers undertook a modified photovoice process to develop Autistethnographic portraits of their experiences and self-determined opportunities to thrive. Data were collected via photos taken by participants, researcher observations, semistructured interviews, and parental surveys, all of which were analyzed using thematic analysis. This study found that participants' SDL environments provided opportunities to (a) recover from burnout, (b) embrace Neurodivergent culture in their respective communities, (c) develop social skills in safe and Neurodiversity affirming containers, (d) learn deeply via their own special interests, and (e) tremendous labor and investment from parents and caregivers to create and provide individualized and supportive learning opportunities. Where existing research tends to lean toward behavioral adjustment, specialized curricula, and educator preparation, these findings centered student dignity, nervous system safety, and self-determination as key to their success and well-being. This study challenged deficit-centered assumptions that Autistic students' behavior and academic performance are problems for educators to solve. Instead, it suggested these discrepancies represented a mismatch between learners' natural and normal ways of being and learning, against neuronormative behavioral and performance expectations. It contributes Autistic and PDA student perspectives to extremely limited literature at the intersection of neurodiversity and education.

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