2 Cathy Little
students with Autism Spectrum Disorder needs also to be measured in terms of
their social inclusion.
In recent years there has been more emphasis on the notion of social inclusion,
referring to a student being included beyond academic and classroom activities.
The term ‘social inclusion’ is itself a nebulous concept. Reviews of the literature
show that terms such as social integration, social inclusion and social participation
are used interchangeably and are assigned similar meanings (Bossaert, Coplin, Jan
Pijl and Petry, 2013; Koster, Nakken, Jan Pijl and van Houten, 2009). What then is
an acceptable, operational definition for the term social inclusion? The following
chapters bring together multiple sources of information collated and refined to
support the development of an informed and contemporary definition.
Examination of specific aspects of the social inclusion construct forms the
framework for this book. Part 1 defines social inclusion as a unique and fundamen-
tal principle of the inclusion process for students with Autism Spectrum Disorder,
and highlights the relationship between well-developed social skills and positive
social outcomes and self-concept for these students. Part 2 explicates and contex-
tualises social inclusion across a range of educational settings. The chapters in this
section discuss the unique social needs of students with Autism Spectrum Disorder
across a range of educational environments. Part 3 presents viewpoints from stake-
holders central to the successful social inclusion of students with Autism Spectrum
Disorder, namely teachers and school communities, peers and families. Influences
of culture and the impact this has on students social inclusion is also explored at
this point. A reflection by a person with Autism Spectrum Disorder of his journey
toward social inclusion, encompassing all the associated highs and lows, provides a
fitting conclusion to this section.
In Part 1, the discussion of the social inclusion construct begins in Chapter 1,
where Cathy Little introduces the reader to the construct through the lens of inclu-
sive education. Citing current research findings, Dr. Little provides an operational
definition of the term ‘social inclusion’, highlighting its importance for students
with Autism Spectrum Disorder.
The release of the Diagnostic and Statistical Manual of Mental Disorders
Fifth Edition (DSM-V) (APA, 2013) has seen revisions to the Autism Spectrum
Disorder diagnostic domain, resulting in a reduction of the diagnostic criteria into
two categories: persistent deficits in social communication and social interaction,
and restricted, repetitive patterns of behaviour, interests or activities. In Chapter 2,
Sunny Kim, Brittany Koegel and Lynn Koegel introduce the reader to the world
of Autism Spectrum Disorder, describing the unique and oftentimes idiosyncratic
behaviours of students with this diagnosis with particular emphasis on social skill
development.
Children with an Autism Spectrum Disorder are common targets for frequent
and chronic peer victimisation and bullying. In a synthesis of the literature regard-
ing the prevalence of bullying involvement in the Autism Spectrum Disorder
population from 2002 to 2013, Schroeder, Cappadocia, Bebko, Pepler and Weiss