Classroom for Debate: When Students with Autism Succeed in Inclusive Classrooms

Keywords: inclusive education, effectiveness, Autism Spectrum Disorder


This paper aims to determine whether current practices ensure success for students with Autism Spectrum Disorder who participate within an inclusive educational setting by examining four perspectives: students with Autism Spectrum Disorder and their general education counterparts, educators, financial funding for such programs, and the academic achievement of autistic students who receive the service. While much literature on inclusive education is supportive, the findings indicate that the service operates on questionable intentions and practices that may or may not be beneficial for its recipients. Despite the setbacks associated with inclusive education, autistic students are capable of succeeding within these classrooms. Suggestions can be formulated to modify such practices to ensure that all autistic students are educated in a manner that allows them to share the same level of achievement as their general peers in education.

Author Biography

Danielle Jean Abate, Boston College
Danielle Abate is a member of Boston College’s class of 2020. She lives in Attleboro, Massachusetts, which is only about an hour from campus. She is currently a student in the Lynch School of Education, majoring in both Elementary Education and Applied Psychology (Counseling Focus). At a young age, she was diagnosed with Asperger’s Syndrome, a highly functioning form of autism, that has drawn attention to her roles as a student and as an individual. This diagnosis helped influence her research paper that focuses on controversial and debatable issues within the her intended field of study.


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How to Cite
Abate, D. J. (2018). Classroom for Debate: When Students with Autism Succeed in Inclusive Classrooms. Elements, 13(2).