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This article is part of a competitive research project that examines factors promoting the inclusion of students with Autism Spectrum Disorders (ASD) in mainstream schools. We review a number of publications that make reference to strategies which facilitate the inclusive education of children with ASD in mainstream schools. These publications outline several factors that appear to help the inclusion process for children with ASD in mainstream schools. Several of these factors can be described as being associated with preparing the child with ASD in a pedagogical sense while another set of factors of potential importance is concerned with aspects of individual schools themselve

Improving the Process of Inclusive Education in Children with ASD in Mainstream Schools