The hidden curriculum, the unwritten rules and standards for social conduct that most people take for granted and learn more or less automatically, poses a challenge for many individuals on the autism spectrum because of deficits in social cognition and social interaction skills. Compounding challenges are cultural factors, such as age, ethnicity, language, religion, gender, sexuality, and socioeconomic status. To date, research on teaching social skills to students with autism spectrum disorders has paid little attention to unspoken social rules, which play a major role in social interactions. This article discusses the cultural factors that can affect the hidden curriculum. In addition, practical strategies to develop and teach hidden curriculum items are suggested along with the importance of understanding these issues.
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