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Along with the inclusive reform mainstream schools have become more open to children with autism  spectrum disorder  (ASD). Nevertheless, knowledge gaps related to educational research in autism remain. Little is known about the inclusion of children with ASD in mainstream education, especially in regions such as Central and Eastern Europe. The article fills this gap by focusing on an 8-year-old pupil with ASD in mainstream education during typical daily routines and activities. Special attention is devoted to the social position of this pupil in a school community as well as teacher practices in the first grade of a primary school in the Czech Republic. The article is based on ethnographic research, with observation as the main method. The results of the research indicate that pupils with ASD will be socially  successful  in mainstream Czech schools if we ensure that schools have sufficient and good-quality support. The article seeks to serve as a contribution to the debate on autism-friendly schools as well as on discussions with regard to monitoring the implementation of changes promoted in school systems in relation to inclusive education.

Inclusion of a pupil with autism spectrum disorder in mainstream education in the Czech Republic