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Full inclusion and students with autism
1Medical School, University of North Carolina at Chapel Hill 27599-7180, USA.
Journal of Autism and Developmental Disorders
|June 1, 1996
Summary
Full inclusion for autistic students lacks empirical support. Highly structured, smaller learning environments remain crucial for some children with autism, despite inclusion
Area of Science:
- Special Education
- Developmental Psychology
- Autism Spectrum Disorder (ASD) research
Background:
- Full inclusion advocates for educating students with special needs alongside typically developing peers.
- Potential benefits include higher teacher expectations, peer modeling, enhanced learning, and improved self-esteem.
Purpose of the Study:
- To review the literature on full inclusion's applicability for students with autism.
- To evaluate the empirical evidence supporting full inclusion for this population.
Main Methods:
- Literature review of studies on full inclusion and autism.
- Analysis of the nature of autism in relation to educational settings.
Main Results:
- There is limited empirical evidence supporting full inclusion for students with autism.
- The underlying values of full inclusion are recognized, but research does not support its universal application.
Conclusions:
- While full inclusion has laudable goals, it is not empirically supported for all students with autism.
- Smaller, highly structured learning environments remain essential for some autistic students.