Autism and the Social World of Childhood : A sociocultural perspective on theory and practice

brings together current understandings about the social engagement of children with autism, gained from psychology-based research into autism, with well-established ideas about children’s everyday social worlds, gained from sociocultural theories of childhood. It describes the experiences of interaction, friendship and play from children’s own point of view as a way of giving insight into children’s lives as they are lived and understood by them. Such an understanding serves to inform educational practice and aids the provision of more effective learning environments.

A key issue for researchers and practitioners is how to support the social engagement of children with autism in ordinary, everyday social processes that are transactional in nature and involve mixed groups of children, with and without autism, in rich and varied relationships.

brings together current understandings about the social engagement of children with autism, gained from psychology-based research into autism, with well-established ideas about children’s everyday social worlds, gained from sociocultural theories of childhood. It describes the experiences of interaction, friendship and play from children’s own point of view as a way of giving insight into children’s lives as they are lived and understood by them. Such an understanding serves to inform educational practice and aids the provision of more effective learning environments.

includes sections on:

• the nature of play, social interaction and friendship in autism
• the nature of children’s ordinary social worlds, including children’s cultures of communication and variation in children’s play
• research approaches to investigating the social engagement of children with and without autism in natural contexts
• educational approaches to supporting the integration of children with autism within a school setting
• the importance of assessment in autism education.

includes real life descriptions of children’s social experiences taken from ethnographic research into the play and interaction of children with and without autism. Practical guidance is provided on educational approaches to supporting the inclusion of children with autism within the ordinary social worlds of childhood.