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Updated: Mar 24, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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School-Based Interventions for Increasing Autistic Pupils' Social Inclusion in Mainstream Schools: A Systematic

Yung-Ting Tsou1,2, Lilla Veronika Kovács1, Angeliki Louloumari1

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School interventions improved autistic pupils' access to activities but not peer friendships. A broader approach focusing on the school environment is needed for better inclusion.

Keywords:
AutismMainstream SchoolsSchool-Based InterventionSocial InclusionSystematic Review

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Special Education

Background:

  • Autistic pupils in mainstream schools face social inclusion challenges.
  • Effective school-based strategies are crucial for enhancing social participation.
  • Systematic reviews are needed to evaluate current inclusion interventions.

Purpose of the Study:

  • To systematically review school-based interventions for social inclusion of autistic pupils.
  • To assess the impact of interventions on social participation quantity and quality.
  • To identify effective strategies and areas for improvement in mainstream school settings.

Main Methods:

  • Systematic review of 56 studies on school-based interventions.
  • Interventions targeted autistic children, peers, staff, or the physical environment.
  • Outcome measures included quantity and/or quality of social participation.

Main Results:

  • Interventions increased autistic pupils' accessibility to school activities.
  • Reciprocity and friendship with peers were not consistently improved.
  • Limited interventions focused on modifying the physical school environment.

Conclusions:

  • Current interventions enhance activity access but not necessarily peer relationships.
  • A holistic strategy focusing on the broader school context is recommended.
  • Future interventions should consider environmental modifications for better inclusion.