ABSTRACT
This chapter discusses the social inclusion for children with Autism during the primary school years from several angles. It examines the voices of parents and teachers, who are intricately involved in developing the social lives of the children in their care; alongside that, we will consider the evidence base for interventions. Some children with Autism also have a learning disability characterised by low cognitive ability, and many more have difficulties accessing the school curriculum in different ways. Children with Autism often find these shifts in the expectations and activities associated with friendships difficult to navigate. These friendships have been found to be more durable and stable than friendships between two children with developmental disabilities. It is clear that the primary school years are characterised by a steady increase in opportunities to develop close friendships, and the importance of those for healthy psychological adjustment. One particular concern about children with developmental disabilities who are included in mainstream school is bullying.
