Faculty mentor/PI email address
whelihan@rowan.edu
Keywords
Autism spectrum disorder, Academic achievement, Social development, Inclusivity, Classroom, Education
Date of Presentation
5-6-2026 12:00 AM
Poster Abstract
Autism Spectrum Disorder (ASD) is a developmental disorder characterized by difficulties in social skills, communication, and sensory processing 1. ASD affects approximately 1 in 100 children internationally 2. With the growing prevalence, classroom inclusivity of individuals with autism has emerged as a priority in education. However, current literature presents a range of positive and negative factors without clear indication of effective classroom placement for students' specific needs. This research aims to determine if inclusive classroom environments improve academic achievement and social development for school-age children with ASD. A systematic search on PubMed, Embase, and Cochrane databases yielded studies published between 2015 and 2025, focusing on students in grades K-12. 18 studies met eligibility criteria and were analyzed to compare outcomes in peer communication, classroom engagement, graded assessments, and skill retention in both inclusive and special education classrooms. Outcomes in inclusive classrooms were found to vary based on student characteristics and needs. While social development generally shows more consistent improvement in inclusive settings, academic achievement outcomes remain inconclusive. Students' success in inclusive classrooms was associated with increased executive functioning and social interest, and less social avoidance and aggression. Students with less executive functioning and socialization skills sometimes required the proximity of specialized educators for improved educational experiences. Results of inclusive classroom effectiveness are highly individualized. Findings suggest that early diagnosis and an understanding of each child's profile are essential for selecting optimal environments. Future directions should prioritize longitudinal studies and include more data on high school-aged students to improve placement suggestions.
Disciplines
Cognitive Behavioral Therapy | Medicine and Health Sciences | Mental Disorders | Neurosciences
YouTube Video Link
In School Age Children With Autism Spectrum Disorder, Does Academic Achievement and Social Development Improve in Inclusive Classroom Environments?
Autism Spectrum Disorder (ASD) is a developmental disorder characterized by difficulties in social skills, communication, and sensory processing 1. ASD affects approximately 1 in 100 children internationally 2. With the growing prevalence, classroom inclusivity of individuals with autism has emerged as a priority in education. However, current literature presents a range of positive and negative factors without clear indication of effective classroom placement for students' specific needs. This research aims to determine if inclusive classroom environments improve academic achievement and social development for school-age children with ASD. A systematic search on PubMed, Embase, and Cochrane databases yielded studies published between 2015 and 2025, focusing on students in grades K-12. 18 studies met eligibility criteria and were analyzed to compare outcomes in peer communication, classroom engagement, graded assessments, and skill retention in both inclusive and special education classrooms. Outcomes in inclusive classrooms were found to vary based on student characteristics and needs. While social development generally shows more consistent improvement in inclusive settings, academic achievement outcomes remain inconclusive. Students' success in inclusive classrooms was associated with increased executive functioning and social interest, and less social avoidance and aggression. Students with less executive functioning and socialization skills sometimes required the proximity of specialized educators for improved educational experiences. Results of inclusive classroom effectiveness are highly individualized. Findings suggest that early diagnosis and an understanding of each child's profile are essential for selecting optimal environments. Future directions should prioritize longitudinal studies and include more data on high school-aged students to improve placement suggestions.