One of the implications for practice that the proper inclusion of children has, is that often times there is debate as to what the appropriate measures are when implementing a program for children who have ASD in the typical classroom (Crosland & Dunlap, 2012). Since there is not a set plan, individual school districts have the difficult task of deciding what they feel is most appropriate for their students (Crosland & Dunlap, 2012). This can create confusion and inconsistent teaching methods to support the well being of children who have ASD in typical classrooms. With this knowledge, we as future educators can ensure that we are aware of this and try to create a more cohesive inclusion plan to provide consistency throughout their education. We feel that it is important for education institutions to be family-centred by asking for input and ideas from families that best suit their child’s individual needs. Teachers should also take the extra step to get involved by going to workshops to keep up to date on new methods and techniques that will benefit children who have ASD within their classrooms.

​

As well, it is important to work within these children’s abilities. Providing extra time and supports, both tangible and intangible, help children with ASD manage their time in classrooms and perform to the upper limits of their potential. This is gained through the direct inclusion of all children in the classroom which then has a benefit for all children in the classroom. When children with ASD “spend a minimum of 25 h per week actively engaged in learning activities [which] promote positive educational outcomes” (Sparapani et al., 2016, p. 782). This includes “academic participation, communicative competence, and reduction of problem behaviours” (Sparapani et al., 2016, p. 782) all of which benefit the entire class. Children with ASD have so much to add to the classroom, in intelligence, new ideas, creative outlooks, and simply as a person in their own right. Including them in the classroom allows them to share that with their peers, provides both them and their peers with opportunities to practice different and unusual types of communication - which is certainly important when interacting with the diverse world we live in - and gives them a chance to create a sense of mastery for themselves as they interact and become better and better at it. Simply adding these children into the classroom and helping them be actively engaged also decreases problem behaviours for children with ASD. This gives the teacher more time to spend teaching, which benefits all children in the classroom and allows more time for in depth learning and more sensory learning, which is better for children with ASD. This creates a reciprocal cycle, where the more children are included, the fewer behavioural issues they experience, allowing for even more inclusion as they are not being separated from the class due to these behaviour issues.

​

Children with ASD have a lot to bring to a classroom if teachers are willing to be flexible and help guide them as they learn. There are so many ways to help include children with ASD into the classroom and so many benefits to doing so that we cannot fully appreciate them in above text. The above text included a few that were extrapolated from articles but there are innumerable ways to promote inclusion if one is only willing to be flexible and look ‘outside the box’.   

​

​