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Related Experiment Videos

Full inclusion and students with autism

G B Mesibov1, V Shea

  • 1Medical School, University of North Carolina at Chapel Hill 27599-7180, USA.

Journal of Autism and Developmental Disorders
|June 1, 1996
PubMed
Summary

Full inclusion for autistic students lacks empirical support. Highly structured, smaller learning environments remain crucial for some children with autism, despite inclusion

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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.

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