INCLUSIVE EDUCATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER: A COMPREHENSIVE SYSTEMATIC REVIEW

Abstract

The aim of reviewing inclusive education for Students with Autism Spectrum Disorder is to ensure that all students have access to high-quality education, support their holistic development, promote inclusivity and equity, and foster collaboration among stakeholders to create a more supportive and inclusive learning environment for Students with Autism Spectrum Disorder. Autism Spectrum Disorder as a neurodevelopmental disorder characterized by persistent challenges in social communication and interaction, as well as restricted and repetitive patterns of behavior, interests, or activities. The challenges faced by Students with Autism Spectrum Disorder, including difficulties in social interaction, communication, sensory sensitivities, academic support and adaptation, behavioral and emotional regulation, peer acceptance, teachers’ knowledge and training, collaboration and executive functioning. It emphasizes the importance of understanding and addressing these challenges to create an inclusive learning environment. However, various strategies to overcome the challenges faced by Students with Autism Spectrum Disorder. These strategies include providing individualized support, such as visual support, structured routines, social skills training, and assistive technology. It emphasizes the significance of collaboration among teachers, support staff, specialists, and families to implement these strategies effectively. Furthermore, the benefits of Inclusive Education for Students with Autism Spectrum Disorder state that inclusive education promotes social inclusion, academic achievement, and the development of essential life skills. It emphasizes that inclusive classrooms provide opportunities for peer interactions, positive role modeling, and the development of self-advocacy skills.

Keywords: Autism spectrum disorder, inclusion, inclusive education.

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