Research on the Inclusion of Students with Autism Spectrum Disorder

Purpose: This study examines the inclusion of students with Autism Spectrum Disorder in educational settings, aiming to identify effective strategies, understand key attitudes, and assess the availability of resources to foster equitable and inclusive education. Methodology: An integrative systematic review was conducted, analyzing studies published between 2000 and 2023 in databases such as Web of Science, Scopus, Dialnet, and PubMed. The studies were selected through a rigorous inclusion and exclusion process. Results: Strategies such as cooperative learning and assistive technologies proved to be effective, although their success depends on contextual factors such as teacher training and resource availability. Positive attitudes from educators, families, and peers are essential, while stigma and negative perceptions perpetuate barriers. Disparities in resource distribution, especially in underserved regions, hinder equitable inclusion. Conclusion and practical implications: The inclusion of students with ASD requires evidence-based strategies, positive attitudes, and equitable resources. Continuous teacher training, policy reforms, and personalized interventions are crucial. Future research should address multicultural contexts and evaluate the long-term sustainability of inclusive practices

Autism · Autism spectrum disorder · Inclusion (mineral · Perception · Psychological intervention · Resource (disambiguation · Stigma (botany · Universal Design for Learning · Autism Spectrum Disorder Research · Family and Disability Support Research · Inclusion and Disability in Education and Sport