Abstract
Educational inclusion for children with autism has to go beyond the usual understanding of inclusion which is about placing all students in the general education classroom and believing that children will benefit by merely being around other children. Rather it has to be based on an understanding of autism and viewed from the perspective of the student with autism. The latter must be taught using methods that enable them to learn. They must have access to assistive strategies and aids specific to their needs just as students with other conditions do. Most importantly, those tasked with teaching them have to own their roles as cross-cultural interpreters, between their autistic students, their non-autistic peers, the school and the wider community.
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- 1.
See https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria accessed on 25 May 2018.
- 2.
https://www.cdc.gov/media/releases/2016/p0331-children-autism.html accessed on 25 May 2018
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Barua, M., Bharti, Vaidya, S. (2019). Inclusive Education for Children with Autism: Issues and Strategies. In: Chennat, S. (eds) Disability Inclusion and Inclusive Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-0524-9_5
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