16 Cathy Little
way people think; an inability to deceive thus becoming the class ‘dobber’; and
difficulty in differentiating fact from fiction resulting in the inability to perceive
from another’s perspective (Rowley et al., 2012). Poor or inappropriate displays of
social competence can have damaging results. A serious problem for teachers is the
propensity of children with disabilities to be bullied.
A key element expressed in Kanner’s initial research was the indifference that
children with an Autism Spectrum Disorder appeared to have towards contact with
others and an apparent disinterest in social engagement with others in their environ-
ment. This has led the assumption that persons with an Autism Spectrum Disorder
do not want friends. Daniel and Billingsley’s (2010) study of friendship, however,
found all the students with an Autism Spectrum Disorder diagnosis in their research
were able to identify at least one friend. Using student self-reports combined with
interviews from parents and teachers and document reviews, they concluded that
having friends, recognising challenges in establishing friends, sharing interests, and
friendship stability over time were factors central to the establishment and mainte-
nance of friendships for students with an Autism Spectrum Disorder.
Thus, both in the classroom and on the playground, students with an Autism
Spectrum Disorder will require ongoing support and instruction to help them
recognise the effects of their actions on others, and how to become aware of their
own thoughts, feelings and attitudes. This awareness of self has been recognised
as vital, as is the recognition of feelings and emotions. Students with an Autism
Spectrum Disorder do not learn to socialise through observing and imitating
others due to a lack of awareness of the needs of others in relation to themselves
(Baron-Cohen, Tager-Flusberg and Cohen, 2000). Explicit instruction in appro-
priate social behaviours can be taught through targeted social skills instruction.
Direct instruction is required to increase the student’s awareness of the ways in
which people behave and how to interact with others. The learning of social skills
requires a prolonged and systematic effort for students, but it has lifelong impli-
cations. Research has shown that social skills are related to long-term adjustment
and prognosis for both individuals with and without Autism (Banda and Hart,
2010).
Relationships and social networks among students are a key issue in inclu-
sive education (Jan Pijl, 2007) and for the inclusion of students with an Autism
Spectrum Disorder (Locke et al., 2013). In a study investigating students’ knowledge
of Autism and attitudes toward integrated peers with an Autism Spectrum Disorder,
Mavropoulou and Sideridis (2014) found that when compared to a comparison
group, typically developing peers indicated greater knowledge of Autism and more
positive attitudes and behavioural intentions toward their classmates with an Autism
Spectrum Disorder as a result of contact through students’ inclusion in the general
education classroom. Peers in the class of a child with an Autism Spectrum Disorder
will need explanations and guidance in understanding and encouraging the friend-
ship abilities of their classmate. Students with an Autism Spectrum Disorder are
more likely to improve their social skills if their typically developing peers are
taught how to interact with them. The support of peers through peer-mediated