10 Cathy Little
This chapter will introduce the reader to the characteristics of a student with an
Autism Spectrum Disorder, highlighting the pervasive social difficulties inherent to
the disorder which can often inhibit social interactions and generate opportunity
for misunderstanding and social segregation. When discussing social inclusion for
students with an Autism Spectrum Disorder, one must consider the philosophy of
inclusion and how this practice affords students with an Autism Spectrum Disorder
equal opportunity for social engagement and participation. Discussion then centres
on the emergence of social inclusion as a distinct theoretical construct rather than
simply an element of the broader philosophy of inclusion. Framed within the liter-
ature, a current, contemporary definition of social inclusion is provided to conclude
the chapter.
Autism Spectrum Disorder
Autism Spectrum Disorder is an umbrella term used to describe a spectrum of dis-
orders characterised by impairments to social development, language and commu-
nication, and rigidity in both thought and behaviour (APA, 2013). Researchers and
medical professionals agree that the main features displayed by a person diagnosed
with an Autism Spectrum Disorder include difficulties in relating to or understand-
ing other people and social situations, difficulties in communication, and a lack of
imaginative ability, often substituted by obsessive, repetitive behaviour and a strong
resistance to change. The very nature of Autism as a spectrum of disorders poses a
number of issues around its variability and apparent erraticism. Solomon (2012)
states that as a society we don’t know what Autism is. He argues “The syndrome
[Autism] encompasses a highly variable group of symptoms and behaviours, and we
have little understanding of where it is located in the brain, why it occurs, or what
triggers it” (p. 221).
The release of the Diagnostic and Statistical Manual of Mental Disorders, Fifth
Edition (DSM-V) (APA, 2013) saw revisions to the ASD diagnostic domain, result-
ing in a reduction of the diagnostic criteria, restricting the previous three impair-
ments into two categories: persistent deficits in social communication and social
interaction, and restricted, repetitive patterns of behaviour, interests or activities.
Both diagnostic categories are ranked in terms of severity level – level 3 requiring
very substantial support, level 2 requiring substantial support, and level 1 requiring
support. These changes have seen the previous categories of the disorder merge
into one broad spectrum of Autism Spectrum Disorder, thus eliminating Asperger
Syndrome and other disorders from the diagnostic criteria.
Yet, despite its variability in presentation, there are several aspects of the dis-
order that hold true for all persons diagnosed. Firstly, Autism is a pervasive disor-
der, in that it affects almost every aspect of behaviour, sensory experiences, motor
functioning, balance, and inner consciousness Secondly, the etiology of Autism is
unknown. Over the years, several theories have been put forward as possible causes
of Autism in children. In 1967, Bruno Bettelheim, an Austrian-born child psy-
chologist, declared that Autism was the result of mothers withholding appropriate