Facilitators and Barriers for Inclusion of Students with Autism in Mainstream Secondary Education: A Mixed-Method Systematic Review
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| Title: | Facilitators and Barriers for Inclusion of Students with Autism in Mainstream Secondary Education: A Mixed-Method Systematic Review |
|---|---|
| Language: | English |
| Authors: | Esther Höhle (ORCID |
| Source: | European Journal of Psychology of Education. 2025 40(3). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Secondary Education |
| Descriptors: | Inclusion, Students with Disabilities, Autism Spectrum Disorders, Secondary School Teachers, Secondary School Students, Teacher Attitudes, Student Attitudes, Affordances, Barriers, Family Influence, Peer Influence, Bullying, Knowledge Level, Teacher Influence, High Stakes Tests, Educational Environment, Facilitators (Individuals) |
| DOI: | 10.1007/s10212-025-00987-x |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | Providing inclusive education for students with autism appeared to be challenging for secondary schools. Few studies examined the perspectives of secondary school teachers and students on the inclusion of students with autism in mainstream secondary schools. To develop a more generalizable understanding of barriers and facilitators, of the inclusion of students with autism in secondary schools as experienced by teachers and students, a mixed-method meta review was performed. This review included 51 studies (four quantitative, 39 qualitative, and eight mixed-method studies), retrieved from PubMed, PsychINFO, and ERIC, examining teacher (n = 12), student (n = 33), or both (n = 6) perspectives. A converted integrated approach was used to analyse the findings. Students and teachers reported support from family and friends, teachers with knowledge about ASD, and safe places at school and integrated specialized care as facilitators. Students and teachers agreed that bullying and the high stakes examination and curriculum were barriers. Students mentioned a caring, involved teacher as facilitator, whereas teachers mentioned ASD knowledge and support from specialized staff as facilitators. These findings suggest that more insight in the relationship of students with autism and their teachers might provide guidelines to enhance inclusion in secondary schools. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482576 |
| Database: | ERIC |
| Abstract: | Providing inclusive education for students with autism appeared to be challenging for secondary schools. Few studies examined the perspectives of secondary school teachers and students on the inclusion of students with autism in mainstream secondary schools. To develop a more generalizable understanding of barriers and facilitators, of the inclusion of students with autism in secondary schools as experienced by teachers and students, a mixed-method meta review was performed. This review included 51 studies (four quantitative, 39 qualitative, and eight mixed-method studies), retrieved from PubMed, PsychINFO, and ERIC, examining teacher (n = 12), student (n = 33), or both (n = 6) perspectives. A converted integrated approach was used to analyse the findings. Students and teachers reported support from family and friends, teachers with knowledge about ASD, and safe places at school and integrated specialized care as facilitators. Students and teachers agreed that bullying and the high stakes examination and curriculum were barriers. Students mentioned a caring, involved teacher as facilitator, whereas teachers mentioned ASD knowledge and support from specialized staff as facilitators. These findings suggest that more insight in the relationship of students with autism and their teachers might provide guidelines to enhance inclusion in secondary schools. |
|---|---|
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-025-00987-x |
