Listening to the Voices of Students on the Autism Spectrum: Perceptions and Recommendations for Inclusive Educational Environments

Abstract

With a growing emphasis on inclusion in schools, especially for students on the autism spectrum, there presents a need for educators across roles to learn methods to effectively educate students with autism in inclusive environments. Research has shown that giving students opportunities to voice their preferences for learning can be a powerful way to promote self-advocacy and individuality, as well as give them a sense of belonging in the inclusive environment. This article presents research-based recommendations for inclusive environments based on the voices of adolescents with autism organized around four themes: (1) teachers, (2) academic instruction, (3) peer interactions, and (4) physical environment. Next, practical recommendations are provided to support special educators in soliciting the perspectives of students on the autism spectrum about their school experiences.