When Interest Emerges, We Open Up the World
When Sam shows interest in something, he's allowed to watch educational shows, films, tutorials, and documentaries about it on his phone or tablet.
We read texts to him about it. He listens to audiobook stories that deepen his topics.
It's not about consumption. It's about deepening.
For Sam, media aren't a pastime – they're a tool to gather, structure, and internalize knowledge.
And he uses them with an intensity that's impressive.
From Cleopatra to Greek Mythology
What particularly interested Sam in the past was Cleopatra and her story, as well as the history of Egypt.
He worked through documentaries, we read books to him, he watched videos – over and over again.
Currently, he listens to and watches everything about Greek mythology.
Zeus, Hera, Poseidon, Hades – he knows their stories, their relationships, their conflicts. He knows who's related to whom, which Titans ruled before the gods, and which heroes fulfilled which tasks.
He's an absolute expert in his areas of interest.
He knows the names, backgrounds, and stories as if he's memorized them word for word.
And he probably has.
How We Use Media Intentionally
Media aren't a babysitter in our house. They're a learning instrument.
When Sam is interested in a topic, we specifically search for:
- Documentaries and educational shows
- Audiobooks and educational stories
- Videos that explain complex connections
- Tutorials and explanatory videos
We often watch together. We talk about what we've seen. We deepen.
Sam doesn't use media passively – he uses them actively to expand his knowledge.
And that works excellently.
The Balance Between Fostering and Limiting
Of course, we have rules too. Media time isn't unlimited.
But we clearly distinguish between mindless entertainment and targeted learning.
When Sam watches a one-hour documentary about ancient Greece, that's something different for us than if he randomly flips through videos.
We encourage one. We limit the other.
And Sam understands this difference very well by now.
What the Science Says
Media can – when used correctly – enable enormous learning progress for autistic children and children with ADHD:
- Visual learning: Many autistic children learn better through images and videos than through language alone
- Self-directed pace: Media allow content to be repeated, paused, and processed at one's own pace
- Interest-based learning: Children learn best when intrinsically motivated
- Depth of detail: Documentaries and educational films offer the level of detail that many autistic children seek
- Stress-free knowledge transfer: No social demands, no overwhelm from group learning
Studies show that autistic children often have an exceptionally good memory for details, especially in their special interests. This strength can be optimally fostered through targeted media use.
It's important that media use is accompanied and reflected upon. Watching together, conversations about content, and linking with other forms of learning reinforce the positive effect.
Sources (Selection):
Shane & Albert (2008) – Electronic Screen Media for Children with Autism
Mottron et al. (2006) – Enhanced Memory in Autism
Ramdoss et al. (2011) – Computer-Based Interventions
Hourcade et al. (2012) – Technology and Children with Autism
What We've Learned
Media aren't the enemy. They're a tool.
What matters is how they're used.
When Sam learns, deepens, and understands through media, then they're a blessing.
When he drifts through them and consumes without processing, then they're a problem.
We've learned to look closely and distinguish.