ABSTRACT
In the main, data pertaining to inclusion related to feelings associated with being included, the location or school type where inclusion takes place, what inclusion depends upon and, to a lesser extent, the participants’ own personal experiences of being in mainstream school. Participants discussed their thoughts on mainstream inclusion, the barriers that exist to inclusion and what would help support autistic young people in mainstream. Some were negative in response to ‘more children with autism are being made to go to mainstream school’, suggesting this is a bad idea. Others offered more pragmatic thoughts emphasising the complex interaction between each individual’s characteristics, autism and mainstream. However, crucially, no participant thought mainstream for all was a good idea. Sarah-Jane explains that placing all children with autism in mainstream is not a good idea. It is apparent that the participants do not equate the term inclusion with mainstream school.
