Using social skills training to enhance inclusion for students with ASD in mainstream schools
Allen, K-A; Boyle, C; Lauchlan, F
Date: 29 June 2020
It could be regarded as a necessary survival skill that individuals are able to display appropriate social skills within the rules of their culture. Conforming to the often-unspoken rules of sociability enables the formation and maintenance of relationships that will help individuals to be independent and successful. Social skills have ...
It could be regarded as a necessary survival skill that individuals are able to display appropriate social skills within the rules of their culture. Conforming to the often-unspoken rules of sociability enables the formation and maintenance of relationships that will help individuals to be independent and successful. Social skills have been defined as a set of learned, identifiable behaviours that contribute to an individual’s functioning in society (Johns, Crowley, & Guetzloe, 2005). Those who display inappropriate social behaviours may be less appealing to their peers and have problems throughout life, such as loneliness or a poor sense of belonging (Sha’ked & Rokach, 2015; Allen & Boyle, 2018). For example, without adequate social skills an individual may experience difficulties with employment, daily living skills, independent living, and connectedness to society. Improving social skills is often an area of emphasis for those who work with students who have Autism Spectrum Disorders (ASD). Impaired social functioning in individuals with ASD is well documented as being a commonly recognised indicator of difficulties especially when children transition through the years of school including through adolescence and then ultimately adulthood (Matthews et al., 2015). Research has demonstrated that employers often believe social competency to be more important than actual experience in the workplace (Deloitte, 2017). Moreover, deficits in social skills have been linked to school dropout, juvenile deviancy, suicide, and police intervention (Merrell & Gimpel, 1998). Therefore, when considering a systemic approach to social competencies, the development of necessary social skills should be an essential part of the educational curriculum to support the functioning of all students within the school, family, and wider socio-ecological systems (AACTE, 2010). This chapter argues that current approaches to social skills training through schools is not sufficient for children with ASD and calls for a multi-systemic approach to address social skills intervention in order to drive authentic inclusive practices for all children and young people. Inclusive education: Global issues & controversies
College of Social Sciences and International Studies
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