Shikshan Sanshodhan : Journal of Arts, Humanities and Social Sciences

Abstract: Modern education is increasingly focused on inclusivity. This shift is evidenced by both evolving nomenclature – moving from deficit-based language (like “autistic child”) to person-first perspectives (like “child with autism”) – and the structural integration of inclusive wings in schools which are designed to support learners with diverse abilities and needs. Autism Spectrum Disorder (ASD) can be characterised by a broad range of challenges in social interaction, communication, and repetitive behaviors, and sits at the center of this pedagogical evolution. However, a persistent “one-size-fits-all” assumption exists in special education, where interventions successful for one student with ASD are automatically assumed to be universally applicable. While foundational strategies, such as minimizing sensory overload, provide a necessary and basic starting point to educators, they often fail to address the profound individual differences prevalent within the spectrum. This study challenges the efficacy of generalized support by examining the divergent learning profiles of a set of twins with ASD. In the study, we discuss how despite sharing identical familial environments and educational exposure, the twins’ distinct cognitive and behavioral trajectories highlight a critical need for targeted, individualistic pedagogical interventions.