Inclusion of children with autism in a mainstreamed school: a case study analysis

Abstract

Inclusion of children with autism in mainstream schools is essential for fostering social integration and equitable education; however, significant challenges persist in implementation worldwide. This study investigates inclusion practices for children with autism in a mainstream school, focusing on barriers and enablers in creating an inclusive educational environment. Using a qualitative case study design, data were collected from 16 participants, including one principal, eight teachers, three special educators, and four parents, selected through purposive sampling. Semi-structured interviews, classroom observations, and analysis of school policies and documents provided comprehensive insights, analysed through thematic analysis with triangulation to ensure robustness. Findings revealed critical challenges, such as limited resources, inadequate teacher preparedness, and social stigma, while highlighting effective practices like individualized education plans (IEPs), peer mentoring, and collaborative approaches to IEP development. The study underscores the importance of policy reforms, targeted teacher training, and greater community involvement to support sustainable inclusion. These findings offer actionable recommendations for improving inclusive practices and creating supportive learning environments for children with autism, advancing the broader agenda of inclusive education.