152 Iva Strnadová
including the home. Teachers can suggest useful ways that parents can support the
development of their child’s self-determination skills. It is particularly important
that parents discuss what it means to have Autism, some characteristics related to
Autism that the child has, and ways to make the best use of these.
Teaching social skills and role-playing the acquired skills is another important
area where parents can be of significant help. In order to do this effectively, more
educational programs in this area are needed. It is essential that these programs
can be accessed in diverse modes (such as evening classes, a weekend program, or
online), given the limited availability of many parents. Furthermore, more research
needs to focus on the social skills development of children with low-functioning
Autism (particularly those with ASD and severe intellectual disability).
Summary
This chapter explored the ways that families can support the social inclusion
of their children with ASD. Particular focus was given to development of self-
determination, self-awareness, self-advocacy, and social skills. The importance of
home–school collaboration was also highlighted. The case studies of Rosie and
Peter illustrated some strategies used by families to support the social inclusion of
their children with high- and low-functioning Autism. The author also provided
suggestions of how families of children with Autism Spectrum Disorder can be
supported in the process of social inclusion of their children.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders:
DSM-5. Washington, DC: American Psychiatric Association.
Bosaert, G., Coplin, H., Jan Pijl, S., and Petry, K. (2013). Truly included? A literature study
focusing on the social dimension of inclusion in education. International Journal of Inclusive
Education, 17(1), 60–79.
Brown, H. K., Ouellette-Kuntz, H., Hunter, D., Kelley, E., and Cobigo, V. (2012). Unmet needs
of families of school-aged children with an autism spectrum disorder. Journal of Applied
Research in Intellectual Disabilities, 25 (6), 497–508. doi:10.1111/j.1468-3148.2012.00692.x
Burford, G. (2010). Families: Their role as architects of civil society and social inclusion.
Practice: Social Work in Action, 17 (2), 79–88. doi:10.1080/09503150500148081.
Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., and Machalicek, W. (2013).
Parent assessments of self-determination importance and performance for students
with autism or intellectual disability. American Journal on Intellectual and Developmental
Disabilities, 118 (1), 16–31. doi:10.1352/1944-7558-118.1.16
Chamberlain, B., Kasari, C., and Rotheram-Fuller, E. (2007). Involvement or isolation?
The social networks of children with autism in regular classrooms. Journal of Autism and
Developmental Disorders, 37 (2), 230–42. doi:10.1007/s10803-006-0164-4
Danker, J., Strnadová, I., and Cumming, T. (unpublished data). A multiple perspectives approach
on the well-being of students with autism spectrum disorders. A doctoral research study. UNSW
Ethics (HREC) number: HC14251.