Date of Award

Spring 5-20-2024

Document Type

Undergraduate Honors Thesis

Degree Name

Bachelor of Arts in Behavioral Neuroscience

Department

Psychological Sciences

Advisor

Dr. Rebekah Wanic

Abstract

Inclusion refers to the practice of fully educating students with special learning and/or behavioral needs within the traditional classroom. Such students participate in age-appropriate classes for the entirety of the school day, integrating them into the general school program with the intent to foster successful academic and social outcomes. Because inclusion is often driven by the desire to promote social integration, disorders that involve social dysfunction may be associated with additional challenges that hamper any potential inclusive benefits. Autism spectrum disorder (ASD) is one such candidate. This literature review aims to integrate research exploring the impact of separating or including children with ASD from mainstream classrooms, focusing on outcomes of academic performance, emotional well-being, and social skills. In addition to exploring child outcomes, this review will also offer evidence on how separation or inclusion might also impact educators, parents of children with ASD, and classmates. The literature review is augmented by interviews provided by special education providers (n= 4) for a qualitative account of their perspective on inclusion and its impact. Both qualitative and quantitative assessments coincide to provide support for exclusion in contributing to social stigma and impaired social development. Educational policies and practices that foster inclusive environments support the diverse needs of all students that can support both academic and social achievements.

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