Effectiveness of Inclusion for Autism

This critical analysis explores the effectiveness of inclusion in regards to autism. It covers the definition, causes, history, types, features, and cognitive deficits of autism. It also discusses what an inclusive school looks like for autistic children.

ANALYZE THE EFFECTIVENESS OF
INCLUSION WITH REGARD TO AUTISM

TABLE OF CONTENTS
Critical analysis on the effectiveness of inclusion in regards to Autism .............................................3
References .........................................................................................................................................16

CRITICAL ANALYSIS ON THE EFFECTIVENESS OF INCLUSION IN
REGARDS TO AUTISM
Definition of Autism
Zablotsky (2015) states that Autism is considered as a lifetime disorder and disability in
which a person remains unable to specify and express the feelings that he or she has in different
situations. Further, the person becomes unable to express problems as well. Autism is all about
facing several difficulties in managing the life and there in, an individual also remains unable to
interact with colleagues and society people in different situations (McLeskey, Rosenberg and
Westling, 2012). Autism typically comes in the stage of childhood; however sometimes it is
recognized after a certain age when people behave according to the symptoms.
Poling (2014), says that, Autism is a specific disorder that is categorized by significant
changes in interaction and communication which is typically a challenge that affects understanding
level of the person.
Zimmermann (2014) contends that Autism Spectrum Disorder tends to be a severe disability
and in order to engage autistic people into common practices, practitioners as well as health care
entities have to comprehend the scope of disorders so that on such basis, adequate precautionary
measures can be taken into account (Crosland and Dunlap, 2012).
Causes
The reason which generates autism in human beings has not been explored; but it generates
in human due to complex genetic and environmental factors. It is also called a genetic based
disorder. In identifying causes of the disorder, Psychoanalytic theory states that childhood autism is
caused by environmental factors and many rehabilitation centres have conducted studies to identify
the causes of autism (Abu-Hamour and Muhaidat, 2014). However, social model argues that autism
is generating among people widely and whose impacts is generally observed in individual's bodies
and minds. Hence, this aspect specifies that autism sometimes comes from hereditary aspects which
affect abilities of human being. Absence of social connection clearly defines that autism affects
mental and physical capability of the patient and it also affects ordinary life cycle (Crosland and
Dunlap, 2012).
History of Autism
In the year 1943, Leo Kanner formally established Autism disorder by eleven children who
had autistic behaviour and who were unable in expressing their feelings. During that period,
transformations have made autism highlighted and people came to realize what autism is all about
and from where the concept is started (Engstrand and Roll Pettersson, 2014).

Special Education Needs states that, special education needs legislation has been developed
with an objective, to support children's which have special needs regarding education. Along with
this, it also plays very important role in protecting rights of young people and children in the
country. More and more focus has been laid on disabilities and special education needs of people.
Other than this, all efforts are made in order to make children happy and make them capable of
achieving their dreams. It provides adequate supports and assistance to all children with disabilities
(Gelbar, Smith and Reichow, 2014). Autism is a specific disorder which affects speech and
comprehensive ability of the respective individual; however most of the people in the society
separate Autistic persons because they have speech problem (Gray, 2014). The term is not related to
performance of the children but it affects the overall state of the individual because usually children
do have serious problems related to studies. The education level and treatment aspects for autistic
children have been transformed for improving the health facets (Parsons, 2015). Children who faces
issues related to autism are more creative and innovative and they are also different because they
help themselves to see things differently that happens around them (Hansen, Schendel and Parner,
2015).
An increasing number of young people in schools seem to be identified as autistic because
they have Autism Spectrum Disorder and usually they learn things differently because of their
identified behaviour (Iadarola, 2015). It is not a new condition and there are several reasons that
cause autism in the children (The Pros and Cons of Inclusion for Children with Autism Spectrum
Disorders, 2011). Those who face issues related to autism are not physically impaired; however
they are highly unable in managing their lives because of the less interacting ability. Almost every
member of the family diagnose the disorder in early stage of the childhood because they notice and
observe the problems children have during they communicate things (Reeves, Umbreit, Ferro and
Liaupsin, 2013). It has been identified that Autism lasts throughout a person's lifetime (Locke,
2013).
Types of Autism
Sullivan (2013) says that there are various types of autism happening to humans such as
Pervasive Developmental Disorders, Asperger's syndrome, Rett syndrome and childhood
Disintegrative disorder.
 Pervasive developmental disorder refers to those individual who faces issues and restraints
in communicating with people. However, they do not have full diagnosis of autism. The
term is also interchanged sometimes with Autism Spectrum Disorder.
 Rett syndrome mainly impedes girls and under this disability, girls face major issues in
learning social aspects (McLeskey, Rosenberg and Westling, 2012).

 Childhood Disintegrative disorder brings various improvements in human behavioral
aspects especially under autism; however after that individual experience problems in the
areas of speech, social and motor abilities.
 In Asperger's syndrome, individual faces problems in expressing their gestures and also in
the area of communication.
Features of Autism
 Autism is featured by marked difficulties in the social interaction, communication, sensory
sensitivities as well as behaviour.
 People with autism possess issues in maintaining relationship. Further they are no able to
respond to certain non verbal form of communication.
 There is no specific cure to this disorder but continuous and long lasting treatment as well as
therapies can help the person to get well soon. The basic three types of symptoms under
autism are imperilled social interaction, speech problem and lack of interest in talking,
playing and other activities.
Early signs and symptoms of Autism
Autism is generally diagnosed after many years because there is no specific medical test that
identifies autism (Reeves, Umbreit, Ferro and Liaupsin, 2013). The major symptoms of Autism are
mentioned in the below mentioned section (Rodríguez, Saldaña and Moreno, 2012).
 People faces issues in interacting with others
 Issues in oral and written both types of communication
 Children with autism do not get involved in play (Booth and Ainscow, 2002)
 They use gesture more while communicating things
 They are also unable to respond when someone calls them
People who autism disability experiences sensory effects and they also show least interest in
social activities due to absence of social communication. Apart from this, they also face issues
related to intellectual impairment and learning difficulties. From many research studies, it has been
observed that Autism affects almost four times compared to other diseases (Roberts and Simpson,
2016). When people refer to Autism today, they usually talk about Autism Spectrum Disorder which
are five complex, brain disorders that affect a person's behaviour as well as social and
communication skills (Santarosa and Conforto, 2016). Autistic disorder is one of the more common
among the five sub types and it is found within the first three years of life.
The symptoms are known to everyone because it includes abnormal and impaired
development in social interaction. Autistic people are not mentally ill, they are unable to express
their feelings to others; however they have more problems in communicating things properly to

others (Watkins, Zimmermann and Poling, 2014). Thus, from the discussion it is clear that Autism is
known as a complex, lifelong and neurological development disorder that affects 3 in every 1000
children and it is diagnosed as a series issue among boys and girls. There is no identified cause of
this disorder and no known means of preventing its affliction (Segall, and Campbell, 2012). It is
vital to understand that this disorder is highly assorted and individual children vary in degree of
severity from mild to severity for each group of attributes (Zablotsky, 2015). Autism cannot be
considered as a disease because it is a disorder where in a person is unable to identify the things that
happen in the surroundings (Turner, 2013).
Cognitive deficits
It has been identified from the viewpoints of Volkmar and Reichow, (2013) that autism in
young children comprises of both joint attentions disturbance motor movements. However, these
signs changes with time and people faces more issues in theory of mind and also in attention
difficulties (Cowne, 2003). A number of cognitive skills have been found as disordered in people
who have autism and this differentiates them from their peers. Further, issues related to speech also
arise in the same sphere but in this case, the patient can hear things (Turner, 2013). Instead of
having hearing power, autistic patient cannot comprehend meanings of those sounds. Since, it is a
communication disorder; therefore the major areas that suffers here is in the domain of language
skills. They usually face issues and problems in the below mentioned areas:
 Sustaining attention (Thomas and Loxely, 2001)
 They are also disable in working out with common people
 Such people also have issues in orientation of attention where in they are unable to find out
required information for themselves
 They also have issues in shifting attention where in they are unable to change their focus
from one activity to another activity.
Most widely used theory of autism is “theory of mind” which defines mental status of the
autistic person. According to the theory (Roberts and Simpson, 2016), mental state of an individual
defines his ability to have a normal life. The theory also contends that mental well being is an
attribute that indicates normal behaviour of individual (Zablotsky, 2015).
What might an inclusive school look like for autistic children?
Inclusive school includes various models and practices that are designed for meeting the
unique needs of the children that are suffering from autism. Instead of focus on treatment
interventions that are developed to address isolated skill areas.
It has been observed that the core characteristic of autism is impaired social communication
ability where in the individual fails to respond to others because of inability of communication

skills (Velott, Agbese, Mandell, Stein, Dick, Yu and Leslie, 2015). Moreover, they often ignore and
avoid people and they do not even look towards others. Therefore, they have problems in
expressing their feelings and because of that, they do not respond to others. Similarly, they feel
nothing even if they are ignored by others because they are unable to comprehend the impact of
negative behaviour. Most of the patients facing problems related to autism often conduct repeated
movements and sometimes they also harm themselves by doing biting and head banging. They
develop speech ability after certain stage and they are also different as compared to other children
because of their low learning ability. They depict abnormal response to sounds, touch and other
sensory stimulation (Vaidya, 2015). Many of the patients do not feel any type of pain because of not
having sensory effects. This changes their behaviour and they are also unable to express their
feelings and they also show resistance for many situations. Autism can be diagnosed if any of the
children do have absence of imaginative and social play. Further, the term Asperger syndrome is
often useful in depicting the behavioural aspects of autistic people; but then also they have well
developed language skills (Schopler and Mesibov, 2013).
Besides this discussion, autism is caused in some of the cases with disorders like as fragile X
syndrome and this also disrupts the brain development (McCurdy, and Cole, 2014). Other research
work also depicts that autistic people are more abnormal because of serotonin or they have other
problems that affects their brain development (Iadarola, 2015) (Santarosa and Conforto, 2016).
However, the responses derived from family members of autistic child indicates that sometimes
changes arise in children's language and this also enhances their regression in the early life stage
(Clark, 2014). This regression seems to impact the brain of human being and as a consequence,
changes appear in behavioural aspects (Gelbar, Smith and Reichow, 2014). Educational behavioral
intervention is the chief ways through which issues related to Autism can be resolved (Rodríguez,
Saldaña and Moreno, 2012). These strategies focus on developing systems where in people are
imparted training for diverse skills that is prominently made for the autistic disable child. Several
therapies can also be given to the children who face issues from autism. However, recent studies
suggest that early diagnosis and treatment can improve the brain work of autistic person (Nahmias,
Kase and Mandell, 2014).
What is inclusion and where did it come from?
Because autism is a development delay; therefore it affects mental and physical performance
of children; thus the educational requirements for autistic students should be considered
(Wearmouth, 2001). In order to manage autistic persons, teachers and professionals have been
making several changes in inclusion courses where in alterations have been made in the coursework
and training as per the needs of children (Keane, Aldridge, Costley and Clark, 2012). Hence, after

analyzing the autistic nature of children, teachers and professors make transformations in school
courses and educational profiles. This is almost a imperative challenge for schools as well because
the overall curriculum changes and teachers are also required to make modifications in the
classroom activities (Karanth and Chandhok, 2013). Further, Good Practice Guidance aims to raise
awareness for these children so that issues related to inclusion can be avoided. It is highly
imperative to develop educational institutes for the autistic children so that planning can be made
regarding their recovery (Gray, 2014). Inclusion is not only engaging autism children in a definite
school or institution; however it is more than involving students by avoiding ignorance and by
treating all students and patients in same manner; however it is all about making appropriate
provisions to meet autistic child's needs. This includes accessing a child's needs for diverse
purposes and meeting it to the whole life (Clark, 2014). Every child who has issues related to
autism has diverse strengths because it starts from diverse stages of life development.
Support available for pupil with autism
In Autism, importance is given to visual teaching which aids in supporting autistic children,
especially in primary schools. The main purpose of given visual teaching is that it helps in
enhancing the communication skills within the pupils as well as attracts and hold the attention of
students and also enables them to focus on message for reducing the anxiety (Engstrand and Roll‐
Pettersson, 2014). Since the autistic children prefer visual communication rather than hearing they
make use of different methods of communication that consist of pictures rather than words. It is
highly promoted for Autistic children because it assists the children in developing literacy skills,
cooking, and positive behaviour so that they can carry out work effectively (Parsons, 2015).
Apart from this, varied approaches have been used to promote social interaction within the
autistic students such as modelling and video modelling (Clough and Corbett, 2000). However, both
these approaches are scientifically proven techniques for such kind of children which are being
undertaken in primary schools. While, inclusion or inclusive education can be defined as the
training of students with extraordinary needs in standard training classes which is indeed considered
as the leads restrictive education environment for autistic students (Locke, 2013).
Therefore, the concept of inclusion is not only related to involving autistic students in
schools; but they should get same environment like others so that they can also develop themselves
in the same manner. Thus, it is evident that inclusion is all about engaging autistic students instead
of being separating them from the classrooms and other zones (Hansen, Schendel and Parner, 2015).
The term integration or mainstream are contrary from inclusion as people assume that inclusion is
all about involving autistic people regularly in work processes; but it more than engaging autistic
people in these activities. Moreover, with the help of inclusion, students with disabilities can be put

to regular classrooms and they should be treated like family members so that they can respond
positively in all the situations (Locke, 2013). Many teachers and parents believe in considering stern
ethical beliefs regarding the rights of children who have disabilities and disorders related to brain
development; hence for that they expect them to be more educated in a typical learning environment
with their peers (Clark, 2014). Students with autism will have the opportunity to interact with other
students so that their social skills can be encouraged (Keane, Aldridge, Costley and Clark, 2012).
Despite of having impairment in social skills, autistic children are like other children who
want to be around others and who all want to get benefits from developing suitable friendship with
others. Thus, more involvement of autistic person enhances the opportunities of social development
and this also develops adequate environment in the classroom (Hansen, Schendel and Parner, 2015).
Many researchers have found out autistic disabilities are included in the classrooms in which other
people emphasizes more on social interaction and they also try to give more social support to others
(Gray, 2014). There has been positive social affects for involving autism students in the specific and
generalized classrooms because that might help the autistic people to get recovered soon (Locke,
2013). Thus, with regard to positive outcomes, it can be said that autistic students should get equal
opportunity to express their views on specific topic. Although, they are unable to express what they
feel, still they should get encouragement to express their feelings through responding to all the
aspects. In such respect, cooperative learning can be promoted where in all the activities should be
organized as per the interest level of students (Watkins, Zimmermann and Poling, 2014).
Children who have autism may are considered as unable to comprehend implied meanings
behind the situations. Since they have confined behaviour; therefore they do not participate in social
activities; however they also conduct different activities and practices. The generality of Autism
Spectrum Disorder has been augmenting at a higher degree in which every 110 children, one have
this specific disorder (Walker, 2015). Earlier, this ratio of Autism was rare; however now this is the
most common neurological disorder that affects children and that also changes the mental condition.
This further leads to developmental disabilities and as a result, changes are arising in the percentage
of this disorder. Inclusion is a complex practice that involves planning and including a child in
diverse processes so that child's interest can be protected. Thus, from the viewpoints of many
authors (Rodríguez, Saldaña and Moreno, 2012), it can be said that autism involvement is a
necessary procedure for educating people especially all the children and youngsters in social
community processes (Volkmar and Reichow, 2013). It also ensures that high quality education is
delivered to the autistic person through valuable and meaningful curriculum. This includes effective
teaching and along with that students must support each other so that they can facilitate effective
learning at the classroom.

Limitations of inclusion
The first and foremost benefit of inclusive classroom is that it gains social development
because it allows the students to improve the ability in the area of social competence (Tassoni,
2003). It has been observed that when students have stern activities and events, they critically
behave more positively with other people such as teachers and with colleagues; hence as a result,
they develop adequate bonding with them (Inclusion of Students with Autism in General Education
Classrooms. 2012). But on the other side, they fail to respond properly because they do not have
comprehensive ability. Peer interaction is considered as vital for social development because it is
important that the students with disabilities are given more opportunities to do participate in
education setting (Gelbar, Smith and Reichow, 2014) The level of learning should be appropriate
for the autistic person so that they can manage their behavioural aspects in diverse situations.
Similarly, inclusion is considered as effective especially for autistic people because through that,
social beliefs can be increased among the people regarding autism (Velott, Agbese, Mandell, Stein,
Dick, Yu and Leslie, 2015). However, nowadays many schools and learning centers are providing
training and education to the autistic persons so that they can also enhance their comprehensive
ability.
In order to involve autistic people into social activities, the learning centres arrange diverse
sources such as posters and play games because creative things attracts autistic children to learn
more (Vaidya, 2015). At the same time, sign language can also be used for the same aspect in which
autistic person's learning ability can be encouraged. It is an apparent fact that children with autism
face more issues in communicating things with others. They are unable to respond positively to
others since they do not know what has to be done (Gray, 2014). Thus, in such respect, vital
changes have been seen in the realm of curriculum development where in chief emphasis is given
towards training the affected people through diverse coursework and syllabus. It is essential for the
teachers to make the students more comfortable in the classrooms so that they can at least hear what
is going on. Hence, training also makes the professionals feel less apprehensive when they have
students with autism because this leads them to change the way of dealing with those special people
(Turner, 2013).
Picture Exchange Communication System is one of the most prominent methods through
which autistic people can be involved in all the processes. From many research studies, it has been
observed that through pictures, images and graphs, autistic children learn more and through this,
they can also pretend that things are highly comprehensive to them (Sullivan, 2013). One of the
important things that are required for autistic personalities is that there should be proper
communication with them so that they can also respond positively to other affairs. It is evident that

supportive and non supportive both the training should be given to the autistic patients so that they
can manage their life accordingly (Effective Strategies for the Inclusion of Children With Autism in
General Education Classrooms, 2012). Although, learning seems to be difficult for autism patients
because they are unable to relate things with each other and this also impacts them in diverse
aspects. One of the major benefits of using reciprocal initiation training is that it increases imitation
skills of the learners and as a result, they tend to behave like normal. Patients that lie under this
category are physically and mentally fit; however most of the time, they are not treated positively
because people consider them mentally retarded (Effective Inclusion of Students with Autism
Spectrum Disorders, 2012).
Further, most of the changes have been seen in the area of visual schedules and structured
routines where in it is essential to develop proper schedules so that familiar environment can be
created at classrooms for autistic people (Effective educational inclusion of students on the autism
spectrum, 2010). Additionally, there should be stern schedules for children with autism so that they
can enhance their comprehensive power and that can also enhance their learning ability. Dunlap
(2012) contends that autism students must be provided visual training so that they can learn things
through observing and then applying it into practical aspects. Hence, it can be said that this
intervention provides individual an opportunity to learn more from visual and picture representation
(Smith, Polloway, Patton, Dowdy and Doughty, 2015). These interventions can be adjusted in
classrooms because such strategies benefit children without disabilities. Thus, it can be said that
social interaction and behavioural intervention both are essential for autistic children as that helps
them to conduct all the related activities in proper way (Segall and Campbell, 2012).
Most of the parents of autistic children simply wonder which approach they should take into
account while managing their children. Thus, answering such question, it can be said that
intervention must be arranged in such manner so that it can meet up all the needs of the child and
approaches should be selected directly (Schuller, 2013). Some other approaches can also be applied
that addresses fundamental and important elements. Apart from this, all such approaches changes
behavioural facets of autistic children; however other emphasizes on building prominent
relationships and remaining focuses on working on academic skills. From many research (Gray,
2014) studies, it is articulated that specific therapies like speech and occupational therapies are
delivered to the autistic children so that they can communicate with others in proper manner.
Similarly, social consequences highly impact the mindset of children and as a result, they react
negatively in all the situations (Schopler and Mesibov, 2013). Thus, while selecting involvement
strategies, families and therapist must always consider child's best interest regarding their learning
and development (Santarosa and Conforto, 2016).

Bullying and social support in inclusive schools
Bullying and social support are the two major issues that are associated with the support for
autism pupils (Gros, 2002). It has been observed that pupil face issues related to abuse of power and
due to impaired social skills, autistic people faces issues in communicating things as well. Students
of autism are at an increased risk of bullying (Fredrickson and Cline, 2002). Autistic pupil
experiences various issues of bullying and abuse and since they do not report such issues to parents;
therefore the situation leads them to face more difficulties in life. Further, normal students make fun
of them because they know autistic patients will not be able to comprehend that they are targets for
bullying and social abuse (Roberts and Simpson, 2016).
Government and non government organizations have taken several initiatives to provide
support to autistic people at both national and international levels. Autism Speaks has been working
in this area which delivers assistance to autism pupils and they also work with The National Autism
Association (Karanth and Chandhok, 2013) It has been identified that autistic children do not faces
any issues related to cognitive challenge; thus they should also get adequate learning with similar
attention in appropriate environment where in normal students also studies. However, inclusive
education seems to be a biggest challenge for teachers and autistic people both; thus to overcome
such issue, specific training should be delivered in effectual manner (Wilson, 2015).
Most often, in the case of smaller classroom, special education cannot be provided and this
may also not help in developing learning environment at the classrooms. Hence, students indirectly
face many issues (Sims, 2002). Special attention is being provided to all the children who are under
the category of autism and who are highly prone to specific disorder (Reeves, Umbreit, Ferro and
Liaupsin, 2013). In the case of autism, most of the prominent role is played by family members and
peers who stay directly with the autistic people. Moreover, as per the present case, autism is one
such disorder that changes the life scenario of children; however even though changes do not arise
in their professional way of working (Parsons, 2015).
Autism is different from a disease as it is highly related to specific disorder where in brain of
a child works slowly as per the age. Here in this disease, it is also crucial for the society to organize
numerous events and campaigns so that they people can treat special people in adequate manner
(The Pros and Cons of Inclusion for Children with Autism Spectrum Disorders, 2011). In such
respect, children are acquiring greater benefit from having positive relationship with their teachers
since this provides them with the motivation to succeed in their school work and a sense of
belonging in the classroom community (Nahmias, Kase and Mandell, 2014). It is vital for the
teachers to comprehend the relationship of teacher and student because that affects involvement of

autistic students in specific classroom studies. One of the goals of inclusion is to facilitate a positive
incineration among typically developing students with autism. If, students are considered to have a
conflicted and dependent relationship with their teacher, then they tend to have a lower level of
social inclusion in their class and this has been rated by the peers (McLeskey, Rosenberg and
Westling, 2012).
Since, Autism is one of the most common disorders discovered within the first three years of
life; therefore proper prevention is ought to be given to the children facing issues related to autism.
In the present context many students are prevailing from this disorder. The disease puts a high
impact on the social environment of the people (McCurdy and Cole, 2014). The sufferers are faced
with many social difficulties which restricts them from leading a graceful life. One of the most
difficult problems faced by these kinds of people is good education. Education plays an important
part in the social development of individuals. Students with this kind of disorder are often placed in
segregated schools (Locke, 2013). The problem arises with these types of institutions is that they
admit only those students who faces several disabilities. If autism individuals are placed at these
places, then these schools must be the centre of excellence (Keane, Aldridge, Costley and Clark,
2012). They should pioneer new ways of working with autism victims and focus must be paid on
how these kinds of cases can be dealt with.
Further there is a need to include autism victims because education can be considered as an
effective treatment for their disorder. Their learning can be enhanced through high quality teaching.
At these places generally the students are taught about the values, knowledge and skills which
encourage their participation in the community (Karanth and Chandhok, 2013). Further they also
learn from their peers. There are many advantages such as higher levels of engagement and social
interaction (Stackhouse and Wells, 2006). A very high level of social support is gained which
contribute in their personal as well as professional development. Receiving good education will
help them in becoming an active member of the society. Further with autism victims issues such as
inequality and disparity have been noticed (Iadarola, 2015).
The teacher-child relationship is very much essential under the concept of ASD (McCurdy
and Cole, 2014). The teachers are required to work hard in order to form crucial relationship with
the students with this disease. These students generally face problems in communicating things and
also in comprehending the aspects prevailing in the society. Thus, they are unable to develop better
relationships with other people (Hansen, Schendel and Parner, 2015) (Locke, 2013) When adequate
relations are developed, the autism patients as well as students feel better and comfortable within
classrooms. Lack of these things may result in frustration for the individuals because of the fact that
they are not able to understand the fact how the things may be perceived (Gray, 2014). A very

welcomed and comfortable environment is required to be created for the people with ASD.
Hence, after analyzing the autistic nature of children, teachers and professors make
transformations in school courses and educational profiles. Therefore, the concept of inclusion is
not only related to involving autistic students in schools; but they should get same environment like
others so that they can also develop themselves in the same manner (Gelbar, Smith and Reichow,
2014). Students who are facing autism must get equal chances to interact with other students so that
their social skills can be encouraged. This is a general belief that students who are not popular in the
classrooms are most likely the students with autism who do not take part in classrooms day to day
activities (Reeves, Umbreit, Ferro and Liaupsin, 2013). Only typical students observe this positive
relationship; hence they become ready to support students with autism as a part of their class
community (Engstrand and Roll‐Pettersson, 2014). Hence, this will also assist that teachers as well
as students to promote adequate curriculum for autism teaching. The terms and conditions that are
related to the education and treatment of individuals who faces issues related to autism has
undergone extreme changes (Crosland and Dunlap, 2012). This has been observed that autistic
people tend to learn faster because they are more focused towards advanced learning; hence it is
suggested to the learners to emphasize on adequate learning especially in the case of autism (Clark,
2014). Children who faces issues related to autism are more creative and innovative and they are
also different because they help themselves to see things differently that happens around them
(Abu-Hamour and Muhaidat, 2014). From the above study, it is concluded that the main areas of
difficulty that autistic people face issues in communicating things which also affects their
expressing ability. In Autism, people also stare on things for continuous time period (Inclusion of
Students with Autism in General Education Classrooms, 2012).
Effectiveness of inclusive school
The role of inclusive school can be greatly viewed towards increasing the engagement of the
students. Further it assists in offering academic support to every student in accessing the
curriculum. Further it assists in creating positive environment for learning (Santarosa and Conforto,
2016). Teachers as well as learning centres have been changing the ways of guiding autistic people
because they believe more in involving autistic people in social and other activities (Sansosti and
Sansosti, 2012). It has been analyzed that autistic people are highly involved in physical and mental
activities because according to their view, physical activities are more feasible in improving all the
issues among the patients (Sanderson, Sparkes and Murray, 2013). Some of the social values and
beliefs do not allow the family members to keep autistic children at home; however such people
should know that autistic children are not harmful for others (Rodríguez, Saldaña and Moreno,
2012). Summing up the study, it can be said that there should be proper measures for autism so that

patients experiencing the issue can get recovered soon.

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