School-Based Interventions for Increasing Autistic Pupils’ Social Inclusion in Mainstream Schools

School-Based Interventions for Increasing Autistic Pupils’ Social Inclusion in Mainstream Schools: A Systematic Review

Tsou, Yung-Ting (Universiteit Leiden; Vrije Universiteit Amsterdam)
Kovács, Lilla Veronika (Universiteit Leiden)
Louloumari, Angeliki (Universiteit Leiden)
Stockmann, Lex (Universiteit Leiden)
Blijd-Hoogewys, Els M.A. (INTER-PSY; Rijksuniversiteit Groningen)
Koutamanis, A. (TU Delft Design & Construction Management)
Rieffe, Carolien (Universiteit Leiden; University of Twente; University College London)

2024

School-based interventions for socially including autistic pupils in mainstream schools were systematically reviewed. Included interventions targeted at least one level of the school environment: the autistic children, the peers, the staff, and/or the physical environment, and assessed autistic pupils’ quantity and/or quality of social participation as outcome measures. Findings from 56 studies showed increased accessibility of school activities to autistic pupils, but the reciprocity and friendship between the autistic pupils and the peers were not necessarily improved. Moreover, limited interventions were available for modifying the physical environment. A more holistic strategy that moves the focus from individual children’s social skills to the larger context surrounding children, should be considered for a better inclusion of autistic children in school routine.

Autism
Mainstream Schools
School-Based Intervention
Social Inclusion
Systematic Review

http://resolver.tudelft.nl/uuid:a8fceeff-cc9c-4159-b1e8-51fbc9f776c0

https://doi.org/10.1007/s40489-024-00429-2

2195-7177

Review Journal of Autism and Developmental Disorders

Institutional Repository

review

© 2024 Yung-Ting Tsou, Lilla Veronika Kovács, Angeliki Louloumari, Lex Stockmann, Els M.A. Blijd-Hoogewys, A. Koutamanis, Carolien Rieffe