Mainstream Education for Children with Autism Spectrum Disorder

This article outlines current knowledge regarding the education of a child with Autism Spectrum Disorder (ASD) in a mainstream classroom. The issue is initially discussed in the context of the background of the ‘inclusive’ education movement to highlight the different goals of such a policy. The impacts of mainstream education on the child with ASD are reviewed in terms of likely academic and social progress, as well as psychological and behavioural functioning. There is little evidence that mainstream placements are inherently superior to special school placements in promoting any of these aspects of a child’s development, and there is much evidence that poorly managed mainstream placements can be harmful. A range of factors that impact on the success of mainstream placements are discussed, including the characteristics of the child, school, teachers, and teaching practices. Finally, interventions that have been suggested to improve mainstream placements for children with ASD are outlined, focusing on preparing teachers, teaching strategies, other children within the school, and the child with ASD. Unfortunately, apart from adopting a comprehensive approach to all aspects of the placement, and individualised strategies for children who are included, there is little evidence to recommend any one approach. It is concluded that, while there are strategies for helping the placement of children with ASD in mainstream schools, these schools may not always be the best place to serve the needs of these children and their right to an effective education.