Investigating the social engagement of children with autism in mainstream schools for the purpose of identifying learning targets

Abstract

The social needs of children with autism are complex, and their inclusion in mainstream schools necessitates a consideration of the nature of a child's participation in peer culture and how it is received by others. The case study reported here sought to investigate the social engagement of a child with autism and his peers using naturalistic methods to provide contextualised and detailed information. A comparative approach was used to study different social contexts: the wider class group, the peer group which included the child with autism, and the individual participation of the child with autism compared with this smaller group. Findings indicate that the child with autism demonstrated a number of competencies in relation to his own social group and that social difficulties were not necessarily seen as a weakness within the peer culture. The importance of careful analysis of social processes and the use of reflective assessment to autism education is highlighted.

A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools

“…The idea of utilising students' special interests to facilitate social interactions produced mixed responses. On one hand, students with autism were viewed positively by peers as 'experts' in the area, while on the other hand peers viewed it as unusual for someone to have such a strong focus on a specific interest area (Conn 2014;Humphrey and Lewis 2008).…”

Parents’ evaluation of services offered to autistic children

“…Classroom participation is a necessary skill, which includes contributions to group activities, purposeful and self-directed activity, and deliverance toward instructions and questions. It is easier for a child to develop these characteristics through play therapy; however, it is necessary to reflect upon the outlook of autistic kids in this matter (Conn, 2014).…”

Intervention Programs for Developing Play Skills in Children With Autistic Spectrum Disorder to Foster Interaction

“…Moreover, play skills are also realized to be relatively helpful in diagnosing the extent of autism. It is easier for a child to develop these characteristics through play therapy; however, it is necessary to reflect upon the outlook of autistic children in this matter (Conn, 2014;Goodley & Runswick-Cole, 2010;Theodorou & Nind, 2010). Therefore, it can be seen that children possess the ability to express themselves naturally play and other similar activity.…”