Abstract
The purpose of the research is to shed a light on what kind of education enables autistic children to 'interact with others'. Teachers ought to call on and reach out to autistic children in front of them. At the same time, teachers need to respond to what they say. Everything that enables teachers and autistic children to exist lies in this daily responsive dialogue. For those who are diagnosed with autism, the possibility of the dialogue to respond to the call is their education that makes it possible for them to interact with other people. Even though an autistic child participates in a class as a student, at the moment, when the 'true class' realistically actualizes, the dialogical relationship between the teacher and the autistic child accrues. Between the two facing each other, sincerity toward other people and responsive commitment result as a response to others' call. Responsive commitment means that they come face-to-face with others and that they will not step away at all from the current circumstance that requires verbal communication. Teachers are required to be aware of this sort of responsive commitment. When the responsive commitment is realized, the 'true dialogue' actualized by a person as a human being and the education enabling autistic children to interact with others becomes possible.
