Meaningful Inclusion of Elementary Students with Autism

Abstract

Inclusion of students with autism in elementary schools is increasing. Studies show that meaningful inclusion of elementary students with autism can have a positive impact on social and academic outcomes. This paper examines the existing research on inclusion of students with autism spectrum disorder in the general education classroom and conducts an in-depth examination of the prevalent barriers and facilitators related to this topic. In this literature review, inclusion will be defined as teaching children with special needs alongside their typically developing peers in the same environment. For the purposes of a focused discussion, five key themes were identified: [1] impact of teacher attitudes [2] social skills interventions [3] stakeholder collaboration [4] instructional practices, and [5] peer models and supplemental supports.