The School Inclusion of Autistic Children
Integration of children on the Autistic Spectrum Disorder into their regular neighborhood classrooms has not been extensively studied. The predominant special class TEACCH model is partly responsible for that state of things. Additionally, these children when functioning at low or middle levels are often regrouped with mentally retarded students; they are not then looked at as a separated entity in the mainstreaming literature. Nevertheless, inclusion of children with the autistic condition has been successfully practiced in a few settings. This article focused on such an experience. Conditions for inclusion to be profitable are identified. One of them, the adaptation of the regular curriculum, is a must. Teachers' training is another issue. Thirdly, the child has to be adequately prepared by intensive preschool behavioral intervention to become task-oriented, to communicate and socialize. Finally, inclusion requires shadow servicing in the regular setting. The article reports on North America practices of inclusion.