Research has examined teacher attitudes, knowledge, and stigma towards inclusion of autistic children in mainstream schools. Less focus has been given to these beliefs among parents. This is problematic as parents are important in the implementation of inclusion and fostering a positive school environment. The current study examined differences in…

The experiences of autistic parents when interacting with statutory services for their autistic children is not well understood. This study investigates the experiences of autistic parents' interactions with statutory services, including education and healthcare, in relation to their autistic children. Interpretative Phenomenological Analysis was…

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to…

Adopting the social constructionist approach, this study reports on Bhutanese teachers' views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the…

Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and…

As the number of students with Autism Spectrum Disorder (ASD) increases, so does the need for teacher training about inclusive education. We adapted an online training to provide pre-service teachers with strategies to integrate students with ASD into the classroom and evaluated it in two culturally diverse contexts. Students majoring in Education…

The purpose of this collective case study was to understand how special education teachers interpret and navigate the concept of the least restrictive environment (LRE) standard in providing educational support for students with intellectual disabilities and autism. The guiding theories for this study were behaviorism and social cognitive theory.…

The purpose of this study was to explore Early Years (EY) teachers' knowledge and perceptions about autism in Greece. An online questionnaire was completed by 276 respondents with experience in teaching children from 0 to 6 years old. The findings showed that EY teachers in Greece are aware of the main difficulties people with autism are likely to…

Emotional and behavioural problems occur more commonly in children with Autism Spectrum Disorder (ASD) compared to other children. Few studies have focused on these problems in children with ASD attending mainstream schools. We assessed via parent report the emotional and behavioural problems in 160 children aged 4-17 years with ASD attending…

In this paper, I examine how performative practices of care that are primarily focused on academic achievement and learning outcomes have contributed to the creation of geographies of exclusion within mainstream schools for students with disability. Through a study of a 12-year-old student diagnosed with autism in a secondary school in Melbourne,…

This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a…

Interventions to support mainstream schooling for autistic students involve multiple complex considerations. This systematic review, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, aimed to describe inclusive education interventions, their outcomes, and the tools used to measure the outcomes. A total of…

This paper aims at reviewing autistic children's lived educational experience to inform ongoing legal and conceptual debates about their right to education. The results showed that autistic children display a great diversity of educational needs and preferences, which should be met with personalized solutions respectful of their individual and…

Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring…

The least restrictive environment (LRE) is the educational placement determined necessary for obtaining maximum educational benefits. The individualized education program (IEP) team determines the LRE after analyzing the student's academic and behavioral data and assessing the student's unique needs. Specific special educational labels may produce…