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Does Attending Mainstream School Improve the Social Inclusion of Children on the Autism Spectrum and their Parents? A Cross-Sectional Study in China.

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Title: Does Attending Mainstream School Improve the Social Inclusion of Children on the Autism Spectrum and their Parents? A Cross-Sectional Study in China.
Authors: Ji, Binbin (AUTHOR), Peng, Xinyi (AUTHOR), Hong, Lu (AUTHOR), Shimpuku, Yoko (AUTHOR), Teramoto, Chie (AUTHOR), Chen, Sanmei (AUTHOR)
Source: Journal of Autism & Developmental Disorders. Aug2026, Vol. 56 Issue 8, p3215-3224. 10p.
Subjects: Cross-sectional method, Mathematical variables, Scale analysis (Psychology), Pearson correlation (Statistics), Research funding, Psychology of children with disabilities, T-test (Statistics), Autism, Rehabilitation of autistic people, Questionnaires, Mainstreaming in special education, Descriptive statistics, Symptom burden, Chi-squared test, Social integration, Rehabilitation centers, Special education schools, Research, Asperger's syndrome, Parents of children with disabilities, Comparative studies, Data analysis software, Confidence intervals, Psychosocial factors, Children
Geographic Terms: China
Abstract: This study investigated whether attending mainstream school is associated with improved social inclusion among children on the autism spectrum and their parents. The cross-sectional study took place from July to August 2023 at 30 rehabilitation centers for children on the autism spectrum in Hunan Province, China. Participants included 860 children aged 3–14 years, with autism history receiving outpatient rehabilitation services, and their primary caregiver parents aged 23–54 years. Social inclusion among children on the autism spectrum was evaluated using the Chinese version of the social inclusion subscale of the KidsLife-ASD Scale. Parental social inclusion was assessed using the Chinese version of the Social Inclusion Scale. Linear mixed models were used to explore the association between attending mainstream school and social inclusion. Among children on the autism spectrum, 36.2% attended mainstream school. These children showed significantly higher levels of social inclusion compared to non-attenders. Subgroup analysis based on the severity of autism symptoms revealed that the significant association remained in both the mild and moderate/severe subgroups, being more pronouced in the mild subgroup (Pfor interaction < 0.001). Parents of children attending mainstream school reported greater social inclusion levels than those whose children did not; however, after adjusting for severity of autism symptoms and other factors, this association became non-significant. Our study demonstrates a positive association between attending mainstream school and social inclusion for children on the autism spectrum, highlighting the critical role of mainstream school education in fostering social opportunities and providing diverse learning resources. It also underscores the need for targeted support strategies for parents. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This study investigated whether attending mainstream school is associated with improved social inclusion among children on the autism spectrum and their parents. The cross-sectional study took place from July to August 2023 at 30 rehabilitation centers for children on the autism spectrum in Hunan Province, China. Participants included 860 children aged 3–14 years, with autism history receiving outpatient rehabilitation services, and their primary caregiver parents aged 23–54 years. Social inclusion among children on the autism spectrum was evaluated using the Chinese version of the social inclusion subscale of the KidsLife-ASD Scale. Parental social inclusion was assessed using the Chinese version of the Social Inclusion Scale. Linear mixed models were used to explore the association between attending mainstream school and social inclusion. Among children on the autism spectrum, 36.2% attended mainstream school. These children showed significantly higher levels of social inclusion compared to non-attenders. Subgroup analysis based on the severity of autism symptoms revealed that the significant association remained in both the mild and moderate/severe subgroups, being more pronouced in the mild subgroup (Pfor interaction &lt; 0.001). Parents of children attending mainstream school reported greater social inclusion levels than those whose children did not; however, after adjusting for severity of autism symptoms and other factors, this association became non-significant. Our study demonstrates a positive association between attending mainstream school and social inclusion for children on the autism spectrum, highlighting the critical role of mainstream school education in fostering social opportunities and providing diverse learning resources. It also underscores the need for targeted support strategies for parents. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Journal of Autism &amp; Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-025-06774-3
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        Text: English
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        Type: general
      – SubjectFull: Mathematical variables
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      – SubjectFull: Scale analysis (Psychology)
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      – SubjectFull: Pearson correlation (Statistics)
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      – SubjectFull: Psychology of children with disabilities
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      – SubjectFull: Rehabilitation of autistic people
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      – SubjectFull: China
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      – TitleFull: Does Attending Mainstream School Improve the Social Inclusion of Children on the Autism Spectrum and their Parents? A Cross-Sectional Study in China.
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              Text: Aug2026
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