Including children with autism in general education classrooms - A review of effective strategies

Children with autism can benefit from participation in inclusive classroom environments, and many experts assert that inclusion is a civil right and i s responsible for nurturing appropriate social development. However, most c hildren with autism require specialized supports to experience success in t hese educational contexts. This article provides a review of the empirical research that has addressed procedures for promoting successful inclusion o f students with autism. Strategies reviewed include antecedent manipulation s, delayed contingencies, self-management, peer-mediated interventions, and other approaches that have been demonstrated in the literature to be usefu l. The article concludes with a discussion of future research needs.