Social inclusion and ASD 15interest, and know these topics intimately. If teachers recognise this expertise,
students can take on leadership roles in supporting peers to develop projects or
pieces of work based around this topic (Morewood, Humphrey and Symes, 2011).
Personality traits of young people with Autism Spectrum Disorder such as deter-
mination, dedication, and resiliency can produce a commitment to learning and to
overcoming academic challenges, with a view to long-term success in the educa-
tional arena (Carter et al. 2015). The ability to systematise, to deal with concepts
that have particular rules, allows some persons with Autism Spectrum Disorder
to excel in areas such as mathematics, technology and physics. Thus, persons with
Autism Spectrum Disorder have a number of strengths that facilitate a positive
contribution to the mainstream classroom.
Social skills
An essential component in the development of a positive school climate, and the
success of the student with Autism generally, is the development of social skills
(Stitchter et al., 2012). In order to participate as part of the school community,
students with Autism need to develop appropriate social behaviours. Research has
found that simply including or placing students with Autism in the general class-
room does not automatically lead to better socialisation outcomes for them (Hart
and Whalon, 2011). If we expect students with Autism to demonstrate appropriate
social behaviours in specific social situations, then explicit teaching of such skills is
required.
A consistent difficulty for persons with an Autism Spectrum Disorder is the
limited presence of social skills. Research has noted that difficulty in social inter-
action and understanding is a primary defining characteristic of Autism (Locke,
Rotheram-Fuller and Kasari, 2012). Hart and Whalon (2011) discuss how many
children misread social situations, leading them to act inappropriately. Aside from
inappropriate verbal comments, other socially inappropriate responses can include
the use of voice as inappropriately silly; too loud or aggressive tone; inappropriate
physical touching; rude, immature behaviour; and overreaction to both people and
stimuli.
In order to participate as part of the school community, students with Autism
need to develop appropriate social behaviours. Research has found that simply
including or placing students with Autism in the general classroom does not auto-
matically lead to better socialisation outcomes for them (Hart and Whalon, 2011).
If we expect students with Autism to demonstrate appropriate social behaviours in
specific social situations, then explicit teaching of such skills is required to facilitate
an acceptable level of social competence.
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 (Locke et al., 2013). These include
difficulties in predicting others’ behaviour leading to avoidance of other students;
difficulties in understanding behaviour of self and others, and how this affects the