14 Cathy Little
Within the literature, ‘social inclusion’ is described either as a counter term to
the process of ‘social exclusion’ (Raffo and Gunter, 2008) or simply alluded to as a
general term in the discussion of the social aspects of the larger, more general phi-
losophy of inclusion (Jones and Frederickson, 2010; Marks, 2013). However, there
exists a dearth of literature worldwide that presents evidence of inclusion as much
more than simply sharing the same space or environment as others (Armstrong,
Armstrong and Spandagou, 2011; Swain et al., 2012). Further, much has been writ-
ten of how the unique social impairments of students with an Autism Spectrum
Disorder require targeted interventions to support their active social engagement
with others (Kasari et al., 2011; Stitchter et al., 2012). It is with this support that this
writer contends the term social inclusion cannot be subsumed into the inclusion
vernacular but remains a valid and distinct construct for use.
Enactment of social inclusion in the school context
It is not enough to simply place students in regular classes and ‘hope’ that they
learn to socialise. Siperstein and Parker (2008) argued that moving students from
segregated, specialised settings into mainstream classrooms did little to guarantee
their social integration. The research of Chamberlain, Kasari and Rotheram-Fuller
(2007) recognised that the social inclusion of students with an Autism Spectrum
Disorder in regular classes is successful when supported by “the active efforts of
parents and teachers to make dramatic improvements in the social networking of
children with autism” (p. 239). By promoting social inclusion teachers can assist
with the formation of equal relationships with enhanced social engagement for stu-
dents. Teachers must be responsible for the provision of an environment that facil-
itates socially inclusive opportunities. “In order to give opportunities for students
to develop their social competence, more is needed than simply interacting with
others” (Roe, 2008, p. 151). Social inclusion is greatly influenced by a number of
elements within the student’s environment: peers, teacher, class and setting. For this
reason, placement of students with an Autism Spectrum Disorder into mainstream
classes needs to be made as part of a considered individualised process.
Student as influencer
Students with an Autism Spectrum Disorder display characteristics that can assist
them in their social inclusion. It has been found that students with Autism Spectrum
Disorder are often passionate about specific areas of interest and pursue those areas
with great enthusiasm (Attwood, 2003). This could provide students with Autism
Spectrum Disorder a way to interact with others in their class. It would be remiss
at this point not to acknowledge the strengths of students with Autism Spectrum
Disorder and to detail the benefits their presence can bring to a regular education
classroom. Students with Autism Spectrum Disorder possess unique ways of think-
ing and of seeing the world. For example, a student with Autism Spectrum Disorder
may be extremely knowledgeable about one or a number of particular topics of