A sociocultural perspective on educational practices that promote learning in autistic pupils in inclusive classrooms

The recently published United Kingdom (UK) Education White Paper Every child achieving and thriving outlines plans to create a more inclusive education system, highlighting the importance of considering how to support the inclusion of diverse learners. This article, underpinned by the neurodiversity paradigm, argues that principles from sociocultural theories of learning can be utilised to enhance the inclusion of autistic pupils. The paper suggests that understanding autistic neurocognition, including the theory of monotropism, helps adjust educational practice in ways that can be both sensitive to the differences and open to the strengths of this neurotype. It then argues that Vygotskian principles can guide practice to be truly inclusive by using the strengths of monotropic neurocognition, such as strong memory, perseverance and attention to detail, to create communities of learners, where every member’s unique skills are harnessed for the benefit of society. As a result, it is argued that fully including autistic pupils in mainstream education exposes them to increased possibilities for social learning, while at the same time enhancing the development of their peers. Implications for educational psychology practice are discussed.