ABSTRACT
Autistic children are being educated in mainstream schools, particularly if they are more academically able. This chapter presents a detailed synthesis of extant literature regarding the efficacy of mainstream inclusion for autistic children. There is concern amongst parents, educators and autistic children themselves about the effectiveness of mainstream inclusion for all autistic children. Difficulties with mainstream inclusion arise from the interaction between the autistic child’s intrinsic characteristics and factors within the school environment, including teacher understanding, teacher knowledge and sensory, social and geographical aspects of the school environment. Autistic children often benefit from having their own space within a highly organised and predictable classroom staffed with experienced, knowledgeable and skilled teachers. Mainstream inclusion has been described as complex and poorly understood because of a lack of research that compares the outcomes of special education placements to mainstream. The Department for Education in England notes the substantial and increasing body of literature concerning autism and school exclusion.
