To ascertain the Degree to which Pupils who are on the Autistic Spectrum have the Social Skills to be able to engage in Restorative Practice

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TABLE OF CONTENTS

CHAPTER 2: LITERATURE REVIEW1

Restorative practice4

Proactive approaches4

Responsive approaches4

Characteristics of Autism4

Greenspan's Theory of Autism6

Alternative Conceptualizations of Autism: Impaired Theory of Mind8

Summary11

REFERENCES13

BIBLIOGRAPHY15

CHAPTER 2: LITERATURE REVIEW

Autism, a pervasive developmental disorder, is characterized by deficits in communication, language, imaginative play and social interactions (Macready, 2010, 211). A preference for inanimate objects over eye contact and the human face has been documented extensively in clinical observations on autism (Lloyd & McCluskey & Riddell & Weedon, 2009, 441). Children with autism demonstrate difficulties in many areas of emotional development, namely interpreting the affective expressions in others, developing complex emotions, talking with others about emotions and expressing their own emotions clearly (Lloyd & McCluskey & Riddell & Stead & Weedon, 2007, 250). Though autistic children can identify and discriminate between affective expressions, they tend not to rely on these cues (Peterson, 2004, 12). The paucity of their emotional knowledge, particularly as evidenced by their failure to attend to the affective expressions of others, is critically related to the interpersonal challenges through which children with autism must navigate. However, the exact nature of these emotion-related deficits remains unclear.

The essential features of Autistic Disorder are the presence of a markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interests (Astington, 1994, 579).According to Zins & Weissberg & Wang & Welberg, (2004, 196) autistic disorder is characterized by deviant reciprocal social interaction, delayed and aberrant communication skills, and a restricted repertoire of activities and interests. It is obvious, already, that the way in which the diagnostic language describes this particular way of being in the world gives rise to a anthologizing attitude towards those who are autistic.

When words such as “deviant” and “aberrant” are used, they are typically used to maintain social control. These words are socially constructed terms which reinforce the power relations between those who are assumed to be normal and those who are considered abnormal. It is obvious that individuals who use these terms do so to show that they are in positions of regard, whereas those who are being referred to in these terms are deemed unworthy of respect. When used as descriptive language for the characteristics of a diagnosis, these terms underpin the assumption that those who receive diagnoses are somehow flawed and regarded as abnormal. This was not always the case, however. Throughout history, individuals who deviated from the norm were judged, and values were assigned base on the prevailing attitudes of the time. Mental illness did not always have a negative connotation, but gradually this became the case (Humphrey & Lendrum & Wigelsworth & Kalambouka, 2009, 239). The way mental illness is viewed is also based on the culture within which one lives. The DSM has also changed over time, and ways of living which were once considered normal have now become “mental illnesses” as a result of ...