4 Cathy Little
The social journey of the transition to secondary school is fraught with
convention, with rules for social interaction that are quite subtle and oftentimes elu-
sive to the adolescent with Autism Spectrum Disorder. In Chapter 7, Judith Hebron
explores the impacts of breaking these unspoken rules on the social inclusion of
young people with Autism Spectrum Disorder. Hebron reports that unless provided
with appropriate support, adolescents on the Autism spectrum can respond to the
stress created by the social world at this time through acting out behaviours, an
increased risk of depression and suicide.
The transition from school to adulthood can be particularly difficult for many
young people with Autism Spectrum Disorder. In Chapter 8, Michelle Bonati dis-
cusses research that relates to the transition to post-school environments for youth
with Autism Spectrum Disorder in the areas of education, employment and com-
munity living through the lens of the social inclusion construct, led by a commit-
ment to social justice, anti-discrimination and equity.
Part 3 presents a series of chapters examining the contribution of participants
recognised as fundamental to the successful social inclusion of children and students
with Autism Spectrum Disorder. Key stakeholders throughout this process include
teachers and school communities, peers, families and the student themselves.
Several influences impact every educational setting and can form a significant
part of the social inclusion process for students. In Chapter 9, Cathy Little inves-
tigates current research in the role school communities and educational environ-
ments play in facilitating socially inclusive opportunities for students with Autism
Spectrum Disorder. The ethos of the school is of vital importance. A commitment
by the school community to support inclusive practice, and an inclusive school
culture, all serve to create a socially and morally positive school setting for all staff,
students and families.
Difficulties that arise from impairments in social communication can affect the
student’s ability to interact in the classroom and impact negatively on their ability
to establish and maintain friendships over time. The most powerful way to promote
an accepting school environment is through raising awareness and increasing peers
knowledge about Autism Spectrum Disorder. In Chapter 10, Jill Locke and Colleen
Harker discuss the role of peers in the successful social inclusion of individuals with
Autism Spectrum Disorder.
In Chapter 11, Iva Strnadová discusses the role of family as a social skill interven-
tion that can enhance the social inclusion of a young person with Autism Spectrum
Disorder. The opportunities afforded a young child for rehearsal of socially com-
petent behaviours occur frequently in the home context, such as eating meals,
going shopping and interacting with relatives. The role of the family in supporting
the social development of their young child is well-documented and explicated
throughout this chapter.
Autism Spectrum Disorder occurs across all cultures. Children with Autism from
different cultures need different supports in order to be able to fully participate in
their communities. However, cultural beliefs and practices of a social group can add