THEORIES OF AUTISM - WHY DO THEY MATTER

This paper describes three theoretical positions relating to the diffi culty in understanding the minds of others which is typically experien ced by individuals with autism. Each of the competing theories is exam ined in terms of its implications for classroom practice rather than i ts veracity. Arguments for an approach to teaching that involves diagn osis and recognition of difficulties at a psychological rather than a merely behavioural level are revisited and extended in the light of th e earlier discussions.