Culturally Relevant Social Skills Frameworks for Autistic Students

Introduction: 

The significance of culturally relevant and student-centred social skills instruction for autistic students.A brief overview of traditional social skills instruction approaches and their limitations in addressing the diverse needs of autistic students.

Critique of Traditional Social Skills Instruction

Examination of traditional methods that emphasise conformity to neurotypical standards and the resulting challenges for autistic students (Koegel et al., 2019; Sigerseth, 2011).

Drawing parallels between the experiences of deaf students in mainstream versus special education settings, emphasising the importance of inclusivity and cultural sensitivity (Power & Hyde, 2002; Angelides & Aravi, 2007).

The Need for Culturally Relevant Frameworks

The importance of aligning social skills instruction with the cultural and personal goals of autistic students (Gresham & Lopez, 1996). Incorporating student voices and preferences in designing interventions, focusing on best practices in deaf education (Sutherland & Young, 2014; Kostenius, 2011).

Conclusion: 

A summary emphasising the necessity of developing and implementing culturally relevant and responsive social skills frameworks tailored to the unique needs of autistic students.

References 

Gresham, F. M., & Lopez, M. F. (1996). Social validation: A unifying construct for school-based consultation research and practice. School Psychology Quarterly, 11(3), 204-227. https://doi.org/10.1037/h0088930

Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Pearson, M. A. (2019). Improving social engagement and initiations between children with autism and their peers in inclusive settings. Journal of Positive Behavior Interventions, 21(2), 107-116. https://doi.org/10.1177/1098300718792423

Power, D., & Hyde, M. (2002). The characteristics and extent of participation of deaf and hard-of-hearing students in regular classes in Australian schools. Journal of Deaf Studies and Deaf Education, 7(4), 302–311.

Sigerseth, P. G. (2011). The problem with traditional social skills training for autistic students. Journal of Special Education, 45(3), 257-268. https://doi.org/10.1177/0022466910392114

Sutherland, H., & Young, A. (2014). Research with deaf children and not on them: A study of method and process. Children & Society, 28(5), 366–379.

Kostenius, C. (2011). Picture books as a way of creating student-centred and culturally relevant teaching methods. International Journal of Early Childhood, 43(2), 195-210. https://doi.org/10.1007/s13158-011-0037-6