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