Assessing the Social Integration of Children with Autism in Inclusive Classrooms

Abstract

Inclusive education seeks to provide equitable opportunities for all students, including those with autism spectrum disorder (ASD). However, successful integration requires not just academic inclusion but also meaningful social participation. This study assesses the social integration of children with autism in inclusive classrooms, examining facilitators and barriers to peer interactions.  Using a mixed-methods approach, the research combines classroom observations, teacher interviews, and peer surveys to analyze social dynamics. Key focus areas include interaction frequency and quality, teacher facilitation, and the influence of school policies. Findings reveal that while some children with autism form genuine friendships, others face isolation due to communication differences, behavioral challenges, or limited peer understanding. Teacher attitudes and structured social skills programs play a crucial role in fostering inclusion, while peer awareness significantly impacts social experiences. The study underscores the need for targeted interventions, such as peer-mediated strategies and teacher training, to enhance social integration. By identifying effective practices and persistent challenges, this research contributes to more holistic inclusive education models that support both academic and social success for children with autism.