A Systematic Review of Strategies and Interventions to Promote the Inclusion of Autistic Adolescents

The need for inclusive education for autistic adolescents has been acknowledged by international policies, leading to increased research. This systematic review aimed to analyse strategies and interventions to promote the inclusion of autistic adolescents. Booth and Ainscow’s (2011) inclusion framework was used to evaluate strategies concerning their promotion of presence, participation, and achievement. Inclusive strategies varied across studies, predominantly focusing on skill acquisition rather than psychoeducational strategies or environmental adaptations. Presence and participation were more frequently promoted than academic achievement. Studies rarely included feedback from autistic adolescents regarding their input into strategy development or their experiences. Additionally, there is no consensus on the definition of inclusion in this area. Implications and future research directions will be discussed.