ABSTRACT
The social impairment in autistic spectrum disorder is a critical element of the triad of impairment (Wing and Gould 1979) and lies at the core of the disorder. The need for teachers to address social competence is critical to the development of the individual with autistic spectrum disorder from two perspectives. Firstly, access to so much of the curriculum depends on a child’s ability to interact with both adults and peers. Secondly, in order for an individual to be successfully included in both school and in the wider community, he or she needs to develop a degree of social competence (Harris and Handelman 1997). Yet the development of social skills and interaction frequently present the greatest challenge to teachers and pupils alike.
