Learning is fundamentally based on the participants' mutual attention, and this attention is accomplished through bodily alignment and observable displays of engagement. Various forms of disengagement are common in educational settings, especially in inclusive classrooms. Drawing on multimodal interaction analysis, the present study explores the role of interpersonal touch as a crucial component of adults' multimodal attempts to re-involve a boy with Asperger's syndrome in instructional activities, focusing on situations associated with frustration and distress. Based on video recordings of instructional activities, the analytical focus is on (i) how the autistic child, through verbal and bodily means, signals the state of his engagement, (ii) how adults use touch together with other resources to re-involve the child, and (iii) how the child responds to touch. By showing how touch is adapted to the child's haptic preferences and used to (re)establish readiness to engage in instructional activities after moments of distress, the study outlines some of the embodied practices relevant to socialising students with ASD into morally accountable ways of participating in everyday learning situations. By observing the child's responses to touch, the study documents not only autistic children's active role in socialisation, but also their competence in accounting for their behaviour.

学习从根本上来说是基于参与者的相互关注，而这种关注是通过身体排列和可观察到的参与表现来实现的。各种形式的脱离在教育环境中很常见，尤其是在包容性课堂中。本研究利用多模式互动分析，探讨了人际接触作为成人多模式尝试的重要组成部分，以让患有阿斯伯格综合症的男孩重新参与教学活动，重点关注与挫折和痛苦相关的情况。基于教学活动的视频记录，分析重点是（i）自闭症儿童如何通过语言和身体手段来表明他的参与状态，（ii）成年人如何使用触摸和其他资源来重新参与其中孩子，(iii) 孩子对触摸有何反应。通过展示触摸如何适应孩子的触觉偏好，以及如何在痛苦时刻后（重新）准备好参与教学活动，该研究概述了一些与使患有自闭症谱系障碍的学生以道德上负责任的方式参与教学活动相关的具体实践。日常学习情境。通过观察孩子对触摸的反应，该研究不仅记录了自闭症儿童在社交中的积极作用，还记录了他们解释自己行为的能力。该研究概述了一些与自闭症学生社会化相关的具体实践，使他们能够以道德负责任的方式参与日常学习。通过观察孩子对触摸的反应，该研究不仅记录了自闭症儿童在社交中的积极作用，还记录了他们解释自己行为的能力。该研究概述了一些与自闭症学生社会化相关的具体实践，使他们能够以道德负责任的方式参与日常学习。通过观察孩子对触摸的反应，该研究不仅记录了自闭症儿童在社交中的积极作用，还记录了他们解释自己行为的能力。