Abstract:
Autism Spectrum Disorder (ASD) is described as a neuro-developmental condition of prenatal origin that is characterised by persistent social communication difficulties and restricted and repetitive patterns in behaviours, interests or activities. Drawing on multimodal literacy research, the author argues that there may be multimodal ways for students with ASD to gain meaning for social communication difficulties including social interaction. A multimodal perspective of social interaction is expanded from verbal exchange and physical face-to-face play, to include what the learner with ASD can or cannot do during online play with other people, and the semiotic resources of the games. This paper acknowledges and discusses the philosophical and historical tension between the socio-cultural perspectives of literacy and the medical model of disability. In doing so, this article foregrounds research into understanding the potential benefits and risks of multiplayer games for the social interaction of students with ASD.