Document Type
Honors Project
Abstract
Rates of autism diagnosis have increased dramatically in recent decades, along with efforts to include disabled students in general education classes. However, there are significant barriers to full educational inclusion for autistic children with all levels of support needs. In Chapter 1 of this project, I review literature on common barriers to educational inclusion for autistic students, as well as the strengths and shortcomings of school-based service delivery models frequently provided in an effort to mitigate these barriers. I then propose an innovative, neurodiversity-affirming model of service delivery for autistic elementary school students in general education classrooms. In Chapter 2, I examine the particular educational challenges faced by autistic students with high support needs, who are more likely to be placed in separate special education classrooms. I explore the question of educational placements for these students, with special attention paid to the role of parents as decision-makers, and argue that parents’ ideological conceptions of autism are a key factor in their decision-making.
Recommended Citation
Alcalá, El, "Perspectives on Neurodiversity-Affirming Education for Autistic Children" (2024). Psychology Honors Projects. 55.
https://digitalcommons.macalester.edu/psychology_honors/55
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Advisor: Jaine Strauss