School-Based Interventions for Increasing Autistic Pupils’ Social Inclusion in Mainstream Schools
A Systematic Review
Yung-Ting Tsou (Vrije Universiteit Amsterdam, Universiteit Leiden)
Lilla Veronika Kovács (Universiteit Leiden)
Angeliki Louloumari (Universiteit Leiden)
Lex Stockmann (Universiteit Leiden)
Els M.A. Blijd-Hoogewys (Rijksuniversiteit Groningen, INTER-PSY)
Alexander Koutamanis (TU Delft - Design & Construction Management)
Carolien Rieffe (University College London, University of Twente, Universiteit Leiden)
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Abstract
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.
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