Social inclusion and ASD 17interventions has been found to be one of the most effective social interaction
interventions (Hart and Whalon, 2011; Locke et al., 2012).
This chapter proposes a revised definition of social inclusion, one that has pro-
gressed from an abstract, subjective description of a student’s ability to be socially
included, to an explanation that involves a more contemporary, active demonstration
of a student’s inclusion in social relationships. This revised definition is informed by
the voice of the student and the dynamic interplay with key figures in their imme-
diate educational environment.
Moving beyond a superficial definition of social inclusion as merely equity of
representation, this paper utilises a definition that recognises equity of recognition. This
views social inclusion as a dynamic process of recognition of individuals and groups
for who and what they are (Raffo and Gunter, 2008). For the purposes of this
chapter, the term ‘social inclusion’ is used as a framework for understanding the
meaningful participatory access of students with an Autism Spectrum Disorder into
regular education settings. It involves active levels of social involvement with teach-
ers and peers. It exceeds mere integration by encompassing a “psychological sense
of connection to others along with physical access and social interaction” (Misener
and Darcy, 2013, p. 4) with intangible factors, such as being “treated with dignity
and respect, being able to form and maintain friendships and intimate relation-
ships, and generally being able to live as equals in the broader community” (Schur,
Kruse and Blanck, 2014, p. 119).
Social inclusion for students with an Autism Spectrum Disorder can be defined
as the demonstration of at least one enduring, reciprocal friendship, and self-initiated, active
participation in group activities with acceptance shown by group members. This definition
affords a meaningful contribution to future research studies in this area owing to its
focus on students’ active demonstration of their participation in social relationships
rather than simply having the ability to do so (Bossaert et al., 2013).
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