Analyze the effectiveness of inclusion with regards to Autism

According to Poling (2014), Autism is a specific disorder that is categorized by significant impairments in social interaction and communication skills as well as it also challenges the understanding level of the person.

Zimmermann (2014) contends that Autism Spectrum Disorder is a very complicated disability and in order to include students with Autism Spectrum Disorder, professionals must comprehend the spectrum of disorders so that on such basis, adequate precautionary measures can be taken into account (Crosland and Dunlap, 2012).

Causes

The exact cause of autism has not been identified yet, but it is generated in humans due to complex genetic and environmental factors. It is also called a genetic-based disorder. In identifying the causes of the disorder, Psychoanalytic theory states that childhood autism is caused by environmental factors, and many rehabilitation centers have conducted studies to identify the causes of autism (Abu-Hamour and Muhaidat, 2014). However, the social model argues that autism is generated among people widely and whose impacts are generally observed in individuals' bodies and minds. Hence, this group confirms that autism originates from the relationships that connect people which means hereditary. The absence of social connection clearly defines that autism affects the mental and physical capability of the patient and it also affects the ordinary life cycle (Crosland and Dunlap, 2012).

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History of Autism

In the year 1943, Leo Kanner formally documented Autism disorder through his observations of eleven children with developmental disorders. Since, that time many changes have been made in both the perception of the disorder and its prevalence of diagnosis (Engstrand and Roll Pettersson, 2014).

According to the Individuals with Disabilities Education Act (Gelbar, Smith and Reichow, 2014). Autism is a developmental disability that significantly affects the verbal and non-verbal ability to interact; however, most people in society separate Autistic persons because they have speech problems (Gray, 2014). The term does not apply if a child's performance is adversely affected primarily because usually children do have serious problems related to studies. The education and treatment of individuals with autism have undergone extreme changes (Parsons, 2015). Children who face issues related to autism are more creative and innovative and they are also different because they help themselves to see things differently that happen 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 behavior. (Iadarola, 2015). It is not a new condition and there are several reasons that causes autism in children.

Considering the past scenario, individuals with disabilities have unfortunately been left on the outskirts of society and they are also subjected to numerous injustices such as infanticide, physical abuse, slavery, and forced sterilization (The Pros and Cons of Inclusion for Children with Autism Spectrum Disorders, 2011). Fully inclusive classrooms are an ideal location for the implementation of social interaction interventions and behavioral interventions. Those who face issues related to autism are not physically impaired; however, they are highly unable to manage their lives because of their less interacting ability. Almost every member of the family diagnoses the disorder in the early stage of childhood because they notice and observe the problems children have during they communicate things. People with autism have different features and symptoms and healthcare providers think of autism as a spectrum disorder (Reeves, Umbreit, Ferro, and Liaupsin, 2013). The cause of autism is not yet known, but autism lasts throughout a person's lifetime (Locke, 2013).

Types of Autism

As per the views of Sullivan (2013), 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 an individual who faces issues and restraints in communicating with people. However, they do not have a 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 severe learning disability in girls.
• Childhood Disintegrative disorder is described as a time of typical improvement in the initial two or three years; however, after that individuals 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 (McLeskey, Rosenberg, and Westling, 2012).
• Autism is featured by marked difficulties in social interaction, communication, sensory sensitivities as well as behavior.
• People with autism possess issues in maintaining relationships. Further, they are not able to respond to certain nonverbal forms 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 of autism are imperiled social interaction, problems with verbal and nonverbal communication, and unusual availability of activities and interests.

Early Signs And Symptoms of Autism

• People face issues in interacting with others
• Issues in both verbal and nonverbal behaviors
• Children with autism do not get involved in play
• They use gestures more while communicating things
• They are also unable to respond when someone calls them

People on the autism spectrum may also have unusual sensory interests such as sniffing objects or they also have a staring disorder in which they stare at objects and movements for so long. 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 is five complex, brain disorders that affect a person's behavior as well as social and communication skills (Santarosa and Conforto, 2016). Autistic disorder is one of the more common among the five subtypes and it is found within the first three years of life.

The symptoms are known to everyone because they include 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 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 severe for each group of attributes (Zablotsky, 2015). Autism can not be considered a disease because it is a disorder wherein a person is unable to identify the things that happen in the surroundings (Turner, 2013).

Cognitive Deficits

It has been identified by Volkmar and Reichow, (2013) that autism in young children comprises both joint attention disturbance and motor movements. However, these signs change with time and people face more issues in the theory of mind and also in attention difficulties. 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 patients cannot comprehend the meanings of those sounds. Since it is a communication disorder; therefore the major area that suffers here is in the domain of language skills. They usually face issues and problems in the below-mentioned areas:

Sustaining Attention

• They are also disable to work out with common people
• Such people also have issues with orientation of attention wherein they are unable to find out the required information for themselves
• They also have issues in shifting attention wherein they are unable to change their focus from one activity to another activity.

Most widely used theories (Zablotsky, 2015). of autism is the “theory of mind” which defines the mental status of the autistic person. As per 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 the normal behavior of an individual.
What might an inclusive school look like for autistic children

Inclusive schools include various models and practices that are designed to meet the unique needs of the children who are suffering from autism. Instead of focusing on treatment interventions that are developed to address isolated skill areas.

It has been observed that the hallmark feature of autism is impaired social interaction and children with autism may fail to respond to their names as well (Velott, Agbese, Mandell, Stein, Dick, Yu, and Leslie, 2015). Moreover, they often ignore and avoid people and they do not even look at other people. Therefore, they have difficulty interpreting the expressions 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 behavior. Most of the children with autism engage themselves in repetitive movements and sometimes they also harm themselves by biting and head banging. They also tend to start speaking later than other children because of their low learning ability. They depict abnormal responses to sounds, touch, and other sensory stimulation (Vaidya, 2015). Many of the patients also show reduced sensitivity to pain as they may be extraordinarily sensitive to other sensations. These unusual sensitivities contribute to behavioral symptoms such as Resistance to being cuddled. Autism can be diagnosed if any of the children have an absence of imaginative and social play. Further, the term Asperger syndrome is sometimes used to describe people with autistic behavior but then also they have well-developed language skills (Schopler and Mesibov, 2013).

Besides this discussion, autism is caused in a minority of cases with disorders such as Fragile X syndrome and this also disrupts brain development (McCurdy, and Cole, 2014). Other studies also suggest that people who have autism have more abnormalities of serotonin or they have other other signaling molecules in the brain (Iadarola, 2015). Symptoms in many children with autism improve with intervention or as the children mature. Some people with autism eventually lead normal or near-to-normal lives (Santarosa and Conforto, 2016). However, reports from parents of children with autism indicate 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 beings and as a consequence, changes appear in behavioral aspects. Hence, parents should be ready to adjust treatment for their child's changing needs (Gelbar, Smith, and Reichow, 2014). Educational behavioral interventions are the chief ways through which issues related to Autism can be resolved (Rodríguez, Saldaña and Moreno, 2012). These strategies emphasize highly structured and often intensive skill-oriented training that is prominently made for the individual child. Several therapies can also be given to children who face issues with autism. However, recent studies suggest that early diagnosis and treatment can improve the brain work of autistic persons (Nahmias, Kase, and Mandell, 2014).

What is Inclusion And Where Did it Come From?

Because autism is a developmental delay, therefore it affects the mental and physical performance of children; thus, the education of students with ASD must be taken into consideration. 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 an imperative challenge for schools as well because the overall curriculum changes and teachers are also required to make modifications in classroom activities (Karanth and Chandhok, 2013). Further, Good Practice Guidance (Gray, 2014). aims to raise awareness for these children so that issues related to inclusion can be avoided. It is highly important to appreciate the range of educational options available in order to properly plan for the autism spectrum. Inclusion is not about placing children with autism in mainstream school and ignoring differences by treating all pupils the same; however, it is all about making appropriate provisions to meet autistic children's needs. This includes accessing a child's needs for diverse purposes and meeting them for their 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 Pupils With Autism

In Autism, importance is given to visual teaching, which aids in supporting autistic children, especially in primary schools. The main purpose of visual teaching is that it helps enhance the communication skills of the pupils as well as attracts and holds the attention of students and also enables them to focus on messages to reduce anxiety (Engstrand and Roll-Pettersson, 2014). Since 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 behavior so that they can carry out work effectively. (Parsons, 2015).

Apart from this, varied approaches have been used to promote social interaction among autistic students, such as modeling and video modeling. However, both these approaches are scientifically proven techniques for such kinds of children that are being undertaken in primary schools. On the other hand, 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 leading restrictive education environment for autistic students (Locke, 2013).

Therefore, the concept of inclusion is not only related to involving autistic students in schools; they should have the same environment as 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 separating them from the classrooms and other zones (Hansen, Schendel, and Parner, 2015). The term integration or mainstream, is contrary to inclusion, as people assume that inclusion is all about involving autistic people regularly in work processes, but it is more than engaging autistic people in these activities. Moreover, with the help of inclusion, students with special needs can be placed in regular classrooms and they should be treated like family members so that they can respond positively in all situations (Locke, 2013). Many teachers and parents believe in considering stern ethical beliefs regarding the rights of children with developmental disabilities and 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 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 friendships with others. Thus, more involvement of autistic persons enhances the opportunities for social development and this also develops an adequate environment in the classroom (Hansen, Schendel, and Parner, 2015). Many researchers have found out autistic disabilities are included in classrooms in which other people emphasize more on social interaction and they also try to give more social support to others (Gray, 2014). There have been positive social effects for including students with autism in the general classrooms because that might help the autistic people to recover 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 topics. Although they are unable to express what they feel, still they should get encouragement to express their feelings by responding to all the aspects. In such a respect, cooperative learning can be promoted where all the activities should be organized as per the interest level of students (Watkins, Zimmermann, and Poling, 2014).

Children with autism may also be unable to understand humor, irony, and implied meaning. They also have restricted, repetitive, and stereotyped behavior wherein they conduct different activities and practices. The prevalence of Autism Spectrum Disorder has been increasing currently at a higher rate in every 110 children who 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 the child's interest can be protected. Thus, from the viewpoints of many authors (Rodríguez, Saldaña, and Moreno, 2012). It can be said that inclusion is a unified system of public education that incorporates all 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 a valuable and meaningful curriculum. This includes effective teaching and along with that, students must support each other so that they can facilitate effective learning in the classroom.

Limitations of Inclusion

The first and foremost benefit of an inclusive classroom is that it gains social development because it allows the students to improve their ability in the area of social competence. It has been observed that when students are placed in restrictive settings, they tend to behave more positively with teachers rather than their peers; 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 vital for social development because it is important that the students with disabilities are given more opportunities to participate in educational settings (Gelbar, Smith, and Reichow, 2014) The level of learning should be appropriate for the autistic person so that they can manage their behavioral aspects in diverse situations. Similarly, inclusion is considered effective, especially for autistic people, because through that, social beliefs can be increased among 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 autistic persons so that they can also enhance their comprehensive ability.

In order to involve autistic people in social activities, the learning centers arrange diverse sources, such as posters and play games, because creative things attract autistic children to learn more (Vaidya, 2015). At the same time, sign language can also be used for the same aspect in which an 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 chief emphasis is given to training the affected people through diverse coursework and syllabi. 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 their 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 is 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 nonsupportive training should be given to autistic patients so that they can manage their lives accordingly (Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms, 2012). However, 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 the 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 one should keep the daily schedule as similar as possible because of a heavy dependency on familiarity (Effective educational inclusion of students on the autism spectrum, 2010). Additionally, requiring strict routines, children with autism are also reliant on visual cues since that enhances their learning ability. The views of Dunlap (2012) state that a visual schedule allows students to observe both the activities that would be taking place that day as per the order of events. Hence, it can be said that this intervention provides individuals 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 behavioral intervention are both essential for autistic children, as they help them 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, in answering such a question, it can be said that intervention must be tailored to meet the unique requirements of the child and approaches should be selected directly (Schuller, 2013). Some other approaches can also be applied that address fundamental and important elements. Apart from this, all such approaches change the behavioral facets of autistic children; however, others emphasize building prominent relationships and remaining focused 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 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 situations (Schopler and Mesibov, 2013). Thus, whatever intervention strategies are chosen, families and therapists should always work toward the best interest of the child (Santarosa and Conforto, 2016).

Bullying And Social Support in Inclusive Schools

Bullying and social support are the two major issues that are associated with support for autistic pupils. It has been observed that pupils face issues related to abuse of power, and due to impaired social skills, autistic people face issues in communicating things as well. Students with autism are at an increased risk of bullying. An autistic pupil experiences various issues of bullying and abuse, and since they do not report such issues to parents, 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 nongovernment 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 to deliver assistance to autistic pupils and they also work with The National Autism Association (Karanth and Chandhok, 2013) It has been identified that autistic children do not face any issues related to cognitive challenges; thus, they should be provided with the same learning conditions as compared to non-special children. However, on the other hand, inclusive education seems to be the biggest challenge for teachers and autistic people; thus, to overcome such issues, specific training should be delivered in an effective manner.

Most often, the individual attention and smaller number of classmates characteristics of a special education program create a very effective learning environment for children with special needs. Special attention is being provided to all the children who are under the category of autism and who are highly prone to specific disorders (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 a specific disorder where the brain of a child works slowly as per age. Here in this disease, it is also crucial for society to organize numerous events and campaigns so that 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 acquire greater benefits from having positive relationships with their teachers since this provides them with the motivation to succeed in their school work and a sense of of belonging in the classroom community (Nahmias, Kase, and Mandell, 2014). It is vital for the teachers to comprehend the relationship between teacher and student because that affects the inclusion of a student with autism in the classroom. One of the goals of inclusion is to facilitate positive incineration among typically developing students with autism. On the other hand, 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 their 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 ought to be given to the children facing issues related to autism. In the present context, many students are suffering from this disorder. The disease has a high impact on the social environment of the people (McCurdy and Cole, 2014). The sufferers are faced with many social difficulties that restrict them from leading a graceful life. One of the most difficult problems faced by this kind of person 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 issue with this kind of institution is that they contain only students with disabilities. If autistic individuals are placed at these places, then these schools must be the center 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 this kind of cases can be dealt with. Hence, these should be placed in segregated schools when the case is quite severe.

Further, there is a need to include autism victims because education can be considered 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 that 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. A very high level of social support is gained, which contributes in their personal as well as professional development. Therefore, they are able to be involved in a community of more positive role models. Receiving a good education will help them become an active member of society. Further with autism victims, issues such as inequality and disparity have been noticed (Iadarola, 2015).

The teacher-child relationship can be an important factor in including the students with ASD (McCurdy and Cole, 2014). The teachers are required to work hard in order to form crucial relationships with the students with this disease. These individuals generally have deficits in the areas of social and emotional understanding. It becomes difficult for them to form good relations with their peers and teachers (Hansen, Schendel, and Parner, 2015). The teacher-pupil relationship is considered as a living system through which positive emotional experiences, concrete help, information, and support can be organized and transmitted (Locke, 2013) When positive relations are formed, the autism students become more comfortable within the 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 of how the things may be perceived (Gray, 2014). A very welcomed and comfortable environment is required to be created for 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; they should have the same environment as others so that they can also develop themselves in the same manner (Gelbar, Smith, and Reichow, 2014). Students with autism will have the opportunity 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 classroom day-to-day activities (Reeves, Umbreit, Ferro, and Liaupsin, 2013). Only typical students observe this positive relationship; they will be more willing to accept students with autism as a part of their class community (Engstrand and Roll-Pettersson, 2014). Hence, this will also assist teachers as well as students in promoting an adequate curriculum for autism teaching. The terms and conditions that are related to the education and treatment of individuals who face issues related to autism have undergone extreme changes (Crosland and Dunlap, 2012). It has been observed that autistic people tend to learn faster because they are more focused on advanced learning; hence, it is suggested that learners emphasize adequate learning, especially in the case of autism (Clark, 2014). Children who face issues related to autism are more creative and innovative and they are also different because they help themselves to see things differently that happen around them (Abu-Hamour and Muhaidat, 2014). From the above study, it is concluded that the main areas of difficulty that autistic people face are social communication, social interaction, and repetitive behaviors and interests. People on the autism spectrum may also have unusual sensory interests, such as sniffing objects and in this, they also stare at things for a continuous time period (Inclusion of Students with Autism in General Education Classrooms, 2012).

Effectiveness of Inclusive School

The role of inclusive schools can be greatly viewed as 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 a positive environment for learning.

Although the principle of the least restrictive environment mandates that students with disabilities should have the opportunity to be educated with nondisabled peers to the greatest extent possible, some children are more successful when they are taught exclusively in a self-contained classroom (Santarosa and Conforto, 2016). The current trend has been shifting more and more towards inclusion; therefore, this leads to various changes in special education programs (Sansosti and Sansosti, 2012). Teachers as well as learning centers have been changing the ways of guiding autistic people because they believe more in involving autistic people in social and other activities. 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 to others (Rodríguez, Saldaña and Moreno, 2012).

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References

• Abu-Hamour, B. and Muhaidat, M., 2014. Parents' attitudes towards inclusion of students with autism in Jordan.International Journal of Inclusive Education, 18(6), pp. 567-579.
• Clark, B. N., 2014.The Sociological Needs of Children with Autism in Elementary Inclusive Settings (Doctoral dissertation, WALDEN UNIVERSITY).
• Crosland, K. and Dunlap, G., 2012. Effective strategies for the inclusion of children with autism in general education classrooms.Behavior Modification. 36(3), pp. 251-269.
• Effective educational inclusion of students on the autism spectrum, 2010. [Online]. Available through:<http://link.springer.com/article/10.1007%2Fs10879-010-9156-y#/page-1>. [Accessed on 14th March 2016].
• Effective Inclusion of Students with Autism Spectrum Disorders. 2012. [Pdf]. Available through:<http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1277&context=education_ETD_masters>. [Accessed on 14th March 2016].
• Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms. 2012. [Online]. Available through:<http://bmo.sagepub.com/content/36/3/251.refs>. [Accessed on 14th March 2016].
• Engstrand, R. Z. and Roll-Pettersson, L., 2014. Inclusion of preschool children with autism in Sweden: Attitudes and perceived efficacy of preschool teachers.Journal of Research in Special Educational Needs, 3), pp. 170-179.

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