Inclusion as Social Practice: Views of Children with Autism

Abstract

This study illuminates the social realities of inclusion of 16 high functioning children with autism (HFA) in public schools in the United States. The study suggests that the practice of inclusion rests primarily on unaffected schoolmates rather than teachers, who typically are occupied monitoring academic progress and disciplinary transgressions across a range of children. Utilizing ethnographic observations and video recordings of quotidian classroom and playground activities, the analysis elucidates how classmates employ a range of positive and negative inclusion practices that either integrate or distance autistic children. Ethnographic observations of the study population indicate that the children whose diagnosis was fully disclosed enjoyed more consistent social support in the classroom and on the school playground. The study further suggests that high functioning children with autism exhibit a range of reactions to negative inclusion practices such as rejection and scorn. Such reactions include oblivion, immediate behavioral response, and emotionally charged accounts of disturbing school incidents shared after-the-fact with family members. Significantly, these observations indicate that HFA children can be cognizant of and distressed by others' derisive stances and acts, despite symptomatic difficulties in interpreting others' intentions and feelings.

Competência social, inclusão escolar e autismo: revisão crítica da literatura

“…Sobre os efeitos de eventuais rejeições à criança com autismo por seus pares, um estudo envolvendo observações etnográficas de 16 crianças com autismo de alto funcionamento e idades entre 8 e 12 anos (Ochs, Kremer-Sadlik, Solomon, & Sirota, 2001) indicou que elas demonstraram uma gama de reações à rejeição e desprezo, apesar das dificuldades na interpretação das intenções e sentimentos dos mesmos. Quando não há ambiente apropriado e condições adequadas à inclusão, a possibilidade de ganhos no desenvolvimento cede lugar ao prejuízo para todas as crianças.…”

“…Uma das poucas exceções foi o estudo desenvolvido por Ochs et al (2001) que, através da observação etnográfica, estudou o cotidiano das crianças autistas, no pátio e na sala de aula, e identificou as reações das mesmas frente aos sinais de rejeição dos pares. Entretanto, desconsiderou o comportamento manifesto das demais crianças em relação a elas, numa perspectiva interacionista.…”

Improving Motivation for Academics in Children With Autism

“…Research suggests that this may lead to mild to severe disruptive behavior used to avoid or escape the academic task (Ochs et al 2001;Gunter et al 1994).…”

Understanding autism spectrum disorder in Hanoi, Vietnam

“…Studies reveal that the lack of services, delays in diagnosis, and negative attitudes toward disability and ASD contribute to prevent individuals with ASD achieving adequate education. Individuals with ASD also experience social isolation, including neglect and rejection, bullying and teasing, such as name-calling and physical violence (Carpenter 1992, Bauminger and Kasari 2000, Ochs, Kremer-Sadlik et al 2001, Humphrey and Lewis 2008.…”

“…Living with a lifelong pervasive developmental disorder, children with ASD encounter a great number of challenges throughout the course of their lives. These include lack of education, neglect and rejection, teasing and violence at school, social isolation, failure in establishing long-term relationships and families of their own, lack of employment, dependent living, and health problems such as anxiety and depression (Ochs, Kremer-Sadlik et al 2001, Howlin 2005. Parents of children with ASD report a high level of confusion, anxiety, tiredness, disappointment and sadness during the process of finding a diagnosis for their children (Gray 2001, Marcus, Kunce et al 2005, Altiere and von Kluge 2009.…”