Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/134977
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Type: | Book chapter |
Title: | Using social skills training to enhance inclusion for students with ASD in mainstream schools |
Author: | Allen, K.-A. Boyle, C. Lauchlan, F. |
Citation: | Inclusive education: Global issues & controversies, 2020 / Boyle, C., Anderson, J., Page, A., Mavropoulou, S. (ed./s), Ch.12, pp.202-215 |
Publisher: | Brill |
Publisher Place: | Netherlands |
Issue Date: | 2020 |
Series/Report no.: | Studies in Inclusive Education |
ISBN: | 9789004431164 |
Editor: | Boyle, C. Anderson, J. Page, A. Mavropoulou, S. |
Statement of Responsibility: | Kelly-Ann Allen, Christopher Boyle, Fraser Lauchlan, and Heather Craig |
Abstract: | Social skills are an essential component of most healthy human relationships. For students with Autism Spectrum Disorders (ASD), impaired social functioning is a common problem. Despite possible social skill deficits, many individuals with ASD desire social interactions. Improving the social skills of students with ASD is a necessary facet of inclusive education and multi-systematic approaches provide the most suitable vehicle to do this. |
Keywords: | Autism Spectrum Disorder; Education; Education Policy & Politics; Inclusive Education; Educational Theory; Educational Philosophy |
Rights: | © 2020 by Koninklijke Brill NV, Leiden, The Netherlands. |
DOI: | 10.1163/9789004431171_012 |
Published version: | https://brill.com/ |
Appears in Collections: | Education publications |
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hdl_134977.pdf | Accepted version | 497.4 kB | Adobe PDF | View/Open |
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