Inclusion for ASD students in the Mainstream Setting

Author

Stephanie RohwerFollow

Date of Award

3-19-2024

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Educational Leadership

Capstone Instructor

Brian Boothe

Second Reader

Oluwatoyin Akinde Fakuajo

Keywords

autism spectrum disorder (ASD), inclusive education, evidence-based practices, least restrictive environment (LRE), professional development (PD)

Abstract

This comprehensive review delves into the complexities surrounding the education of students with autism spectrum disorder (ASD). The exploration begins by addressing educator, parental, and paraprofessional perspectives. It reveals challenges related to a lack of autism competence among teachers, managing student behavior, and the pursuit of alternative placements by parents seeking tailored educational experiences. Examining the historical context of ASD, considering its neurodevelopmental nature, emphasizes the importance of continuously evolving teacher preparedness to meet the diverse needs of students. The studies draw attention to the multifaceted challenges educators face, particularly in the absence of consistent training in evidence-based practices (EBPs) for ASD. The call for ongoing professional development demands continuous learning to address the dynamic needs of students. The absence of a one- size-fits-all intervention reinforces the importance of personalized strategies informed by ongoing research, collaboration, and training. This comprehensive examination calls for an adaptive approach to education, acknowledging the unique needs of students with ASD and fostering inclusive environments that promote their academic and social success.

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