The term social inclusion can take on a distinct meaning dependent on the context
in which it is being used. When asked to define social inclusion, one’s answer is
very much determined by the situation to which they are applying the term. The
concept term ‘social inclusion’ appears primarily when discussing the representa-
tion of marginalized groups and individuals who have been pushed toward or kept
to the sidelines of society as a result of their exclusion from the typical activities
of the wider community (Bottrell and Goodwin, 2011). Marginalization impacts
society’s most vulnerable: the elderly, the infirm, people from low socio-economic
locales, the cultural minority, individuals with mental health concerns and persons
with a disability. Within the context of marginalization, social inclusion is often-
times defined by the concept of social exclusion, that is, exclusion from all aspects
of the broader community as a result of poverty or disadvantage. Social inclusion,
by definition, is the opposite of social exclusion. Thus, attempts at reframing social
inclusion for marginalized persons simply requires focus on remediation of those
areas where persons are excluded.
The context of social inclusion pertinent to this chapter, and to the majority of this
book however, is the context of education: the community of school and education
service provision, from early childhood centres to tertiary institutions and post-school
employments placements. The participants who form part of this educational com-
munity include, but are not limited to, students, teachers, school administrators, sector
level decision makers and families. Social inclusion in the educational context refers
to the inclusion of and active participation by all students in the school’s social agenda.
It relies on teacher’s active preparation for, and facilitation of, socially inclusive oppor-
tunities for students who, for a range of reasons, may be unable to perform the social
behaviours expected of the setting and which will support their functional inclusion
in social activities of education. One such group of students who require targeted
support for their social inclusion are students with an Autism Spectrum Disorder.

1

SOCIAL INCLUSION AND AUTISM

SPECTRUM DISORDER

Cathy Little