Role of Inclusive Education in Enhancing Learning Outcomes for Students with Autism Spectrum Disorder

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Role of Inclusive Education in Enhancing Learning Outcomes for Students with Autism Spectrum Disorder

ABSTRACT

This study examines the efficacy of inclusive education practices for students with Autism Spectrum Disorder (ASD) in mainstream school settings. Inclusive education aims to provide equitable learning opportunities by integrating students with special needs into regular classrooms while offering appropriate support services. Despite global advocacy for inclusion, questions remain regarding how effective these practices are in addressing the unique academic, social, and behavioral needs of learners with ASD.

The study adopts a mixed-methods approach, combining quantitative and qualitative data to assess the impact of inclusive strategies on students with ASD. Data were collected through teacher questionnaires, classroom observations, and interviews with special educators and parents. Key areas of focus include instructional adaptation, peer interaction, teacher preparedness, availability of support services, and school climate.

Findings indicate that inclusive education practices significantly enhance social interaction skills and peer relationships among students with ASD when adequate support structures are in place. However, academic progress varies depending on the level of individualized instruction and availability of trained personnel. Challenges identified include limited teacher training in special education, inadequate learning resources, and large class sizes, which hinder effective implementation of inclusive practices.

The study concludes that inclusive education can be highly beneficial for students with ASD if supported by appropriate policies, continuous teacher professional development, and collaborative partnerships between schools, families, and specialists. It recommends strengthening institutional support systems and investing in specialized training to improve the quality and sustainability of inclusive education for learners with ASD.

Keywords: Inclusive education, Autism Spectrum Disorder, special needs, mainstream schools, educational efficacy, teacher preparedness.

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