The Inclusive Education of Autistic Children: Teachers’ Practices and Pupils’ Experiences

Mainstream teachers are increasingly educating autistic children, and their inclusive practices are essential for effectively including these children. Inclusion occurs when all students actively participate in the learning environment and have their needs understood and met. This research consists of two main components underpinned by neurodiversity-affirmative approaches and Bronfenbrenner’s bioecological theory. In the systematic literature review, I analysed research on mainstream teachers' inclusive practices with autistic students. Thematic synthesis revealed that teachers adapted the curriculum, utilised diverse resources, incorporated students’ interests, fostered peer collaboration, and engaged with support staff and parents to enhance autistic students’ learning and participation. In the empirical journal article, I adopted a qualitative approach, conducting semi-structured interviews with autistic pupils and their teachers about school experiences and professional practices. Findings indicated that teachers used diverse strategies and resources to enhance the academic and social inclusion of autistic pupils, emphasising collaboration with colleagues and parents. Pupils reported overall positive experiences and identified areas where support could be improved. I discussed the implications for the professional practice of educational psychologists and provided recommendations for future research.