This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for thinking about and educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student’s thinking and dialogic abilities, and has proven in research to result in improved language, interactive, and critical thinking abilities, as well as have effect on students’ self-evaluation. The social nature of dialogic learning may scaffold children with specific abilities to effectively interact with others and perceive those other’s emotions. Presently, education of students diagnosed with an Autism Spectrum Disorders (ASDs) use a variety of educational interventions, mostly inspired by behaviorist theory. These include little or no systematic use of dialogue as a pedagogical means of scaffolding students' abilities. However, several of these methods have been tried out for a long period, educating students with ASDs, and have also proved to be successful to certain extents. In this article we explore why and how Socratic dialogic can be used as an effective strategy for educating individuals diagnosed with autism. Hence, the investigation ends by introducing a dialogue-based teaching design that is compatible for children diagnosed with ASDs, to be explored and evaluated.
