A key theme that we noticed within our articles is that children with ASD have a difficult time with social relationships at all ages, this includes communication with peers, sharing ideas, feelings and emotional reciprocity. Another key theme is how there is not a clear understanding of what the appropriate sense of inclusion is in the classroom.

 

An area of agreement that was found throughout the articles is that inclusion involves more than simply having a welcoming environment. Children who have ASD need to be actively involved and engaged in activities, which is a key component in effective programing and learning (Sparapani, Morgan, Reinhardt, Schatschneider, & Wetherby, 2016). For example, inviting the student(s) who have ASD to participate to the best of their ability in appropriate small/ large group activities instead of being secluded and not given the opportunity to be involved.

 

An additional thing that was similar in the articles we found is how children at a younger age are more accepting and inclusive with classmates who have ASD than older children. Young children typically focus more on physical similarities opposed to differences in ability. As children with ASD are still at risk of bullying and social exclusion to some extent, it is critical for teachers to express a positive attitude towards inclusion of children with autism because it is typical for children to model the behaviours of adults (Lindsay, 2014). Children are more willing to accept and include children with disabilities if they see an adult expressing this exact behaviour.

 

Another key theme we have recognized within our articles is the strategies educators use to ensure children with autism are able to develop emotionally and socially. Without these strategies, and without the ability for these children to learn in a way they can grasp and understand, inclusion wouldn’t benefit them. Educators have proposed that teachers attend peer workshops on special education and teaching children with special needs, or have newer, less experienced teachers shadow and observe how more experienced educators interact and cater to the individual needs of children with ASD (Lindsay, 2014).