PUB - Publikationen an der Universität Bielefeld

The present study examines how interactional competences of autistic children are co-constructed by different co-participants. In our video-ethnographic case study we follow Andy, a boy diagnosed with Asperger syndrome, across interactions with different partners and different activities in inclusive edu-cational settings. The comparative analysis of Andy's participation in a group activity with his peers and in classroom discussion demonstrates that competence ascriptions and actual competence displays vary widely. While the peers' trust in Andy's competence enabled him to meet their communicative expecta-tions, both the teacher's and the teaching assistant's behavior exhibited their limited trust in Andy's com-petence to make meaningful contributions and resulted in self-degradation and embodied disengagement. We then present our findings with regard to how trust in a group's members' interactional competencies, competence ascriptions and competence displays mutually inform each other. (c) 2021 Elsevier Inc. All rights reserved.