From Policy to Practice: Barriers to Autism Inclusion in Mainstream Education – A Systematic Review”

Abstract

Inclusion has been recognised as a right; but implementation of inclusion for learners on the autism spectrum in mainstream education is uneven. We conducted a systematic review of literature exploring the barriers to autism inclusion from policy to practice. Following a PRISMA-based process, 30 papers - including empirical studies and policy documents - were identified and thematically synthesised. The results show that inclusion barriers span across policy, institutional and practice levels. Policy barriers - including policy ambiguity and a lack of implementation - restrict impact. Structural and resource constraints, such as inflexible school systems, limit inclusion. Teacher factors, including a lack of training and confidence, limit effective inclusion in the classroom. Moreover, social and cultural factors, such as stigma and exclusion, affect the engagement and belonging of students with autism. The review also identifies issues with support systems, with schools often dependent on external or family support rather than institutional support systems. The research found that inclusion is often "in name only". To overcome these challenges, it's important to work together across policy, institutional, teacher and support systems to better enable the participation of autistic students in mainstream schooling.

Keywords: Autism Inclusion; Inclusive Education; Policy Implementation; Educational Barriers; Mainstream Schools