IMPACT OF INCLUSIVE CLASSROOMS ON SOCIAL SKILLS DEVELOPMENT
1
The Impact of Inclusive Classrooms on Social Skills Development in
Students with Autism Spectrum Disorder (ASD)
Brittany Krieger
School of Education, Liberty University
Topic Introduction
Autism spectrum disorder (ASD) is a developmental disability that affects a person’s
ability to communicate and interact with others and their environment. The Diagnostic and
Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) identifies the
IMPACT OF INCLUSIVE CLASSROOMS ON SOCIAL SKILLS DEVELOPMENT
2
specific challenges of ASD to include difficulty with social skills development (which includes
social communication and interactions), repetitive or restrictive behaviors and interests, and
sensory processing differences (American Psychiatric Association, 2022). Since social skill
development is such a large challenge for students with ASD, it is imperative that the students be
provided with opportunities to develop, practice, and strengthen their skills. It would be ideal for
these opportunities to occur naturally, and the best location for natural social interactions is the
general education or regular classroom. However, simply placing students with disabilities in
regular classrooms can be potentially harmful (Bölte et al., 2021). To combat this potential harm,
schools and educators can provide support for these students through the practice of inclusive
education.
Inclusive education aims to establish a rich, accessible learning environment that is
adapted to all students’ needs (Bölte et al., 2021). Inclusive classrooms allow students with
disabilities to learn alongside their typically developing peers, which benefits both social and
academic development (Roberts & Webster, 2020; Thapaliya, 2023). The skills and experiences
learned through the inclusion setting are largely transferrable to future employment
opportunities, independent living, and relationships (both platonic and romantic) in adulthood.
Effective teacher support and individualized interventions in inclusive classrooms positively
influence the social skills development of students with ASD by providing opportunities for peer
modeling, fostering meaningful interactions, and promoting acceptance.
Background of Topic
According to the World Health Organization (WHO), the occurrence of autism spectrum
disorders (ASD) was estimated at one in 100 children worldwide in 2023 (Lafont et al., 2023).
Because of this, many countries have created and passed laws that encourage inclusive
IMPACT OF INCLUSIVE CLASSROOMS ON SOCIAL SKILLS DEVELOPMENT
3
education. In the United States, the Individuals with Disabilities Educational Act (IDEA)
requires that students with disabilities be given opportunities to be educated in the Least
Restrictive Environment (LRE) alongside their peers, to the maximum extent possible based on
that student’s needs. It places responsibility on schools and educators to ensure adequate
participation for students with disabilities. Inclusion in mainstream school is a fundamental right
(Lafont et al., 2023; Monahan et al., 2023).
Inclusion is typically seen as supportive education provided as a part of the mainstream
environment that is put into practice by regular school staff, possibly supervised by specialists
(Bölte et al., 2021). Several studies in recent years highlight the importance of teacher
preparedness and perceptions of teaching students with ASD in inclusive classrooms. Roberts
and Webster (2020) found that school staff often lack knowledge about the specific
characteristics and needs of students with autism. The research also recognizes that the
effectiveness of inclusion is largely influenced by teachers’ opinions of disabilities and their
receptivity towards inclusive practices themselves (Bolourian et al., 2022; Devi et al., 2024). As
a result, educational authorities and teacher preparation programs have started to overhaul their
training. They are now working to provide teachers with the needed knowledge about teaching
students with ASD, which includes practical scenarios with potential teaching strategies related
to autism (Devi et al., 2024).
Importance of Topic
Given the social difficulties students with ASD face, school can be extremely
challenging. It is understandable that most students at a young age are not emotionally prepared
for school; however, they are able to adapt and learn how to regulate their emotions quite easily
as they progress through their education. On the contrary, students with ASD have emotional and
IMPACT OF INCLUSIVE CLASSROOMS ON SOCIAL SKILLS DEVELOPMENT
4
behavioral difficulties, such as anxiety, emotion dysregulation, inattention, and disruptive
behaviors that often carry on into adolescence and adulthood, hindering their ability to join their
community as productive members of society. Schools can help students with ASD mitigate
these symptoms of their disability by having them participating in inclusive classrooms
(Bolourian et al., 2022; Lafont et al., 2023).
It is important for teachers to create learning environments where students can
participate, develop social competencies, and feel a sense of belonging (Bölte et al., 2021).
Teachers who follow inclusive practices have the ability to impact the social development of all
students and have them learn from each other's strengths and weaknesses. Bolourian et al. (2022)
found that students with ASD in general education classrooms demonstrated their own relative
strengths that allowed them to benefit from the instruction that was provided.
Biblical Worldview
Inclusive classrooms provide students with ASD the opportunity to develop their social
skills in an environment that reflects the principles of community, love, and dignity. In Romans,
the apostle Paul writes, “Accept one another, then, just as Christ accepted you, in order to bring
praise to God.” (New International Version Bible, 1978/2011, Romans 15:7). God calls everyone
to accept others as He does, which is with love, patience, and without conditions.
Society tends to overlook and underestimate those with disabilities. These individuals are
essential members of the community and bring unique strengths and perspectives to the
classroom environment. This is similar to the view of the apostle Paul when he used the analogy
of the body in describing how God and the church need all its members:
On the contrary, those parts of the body that seem to be weaker are indispensable, and the
parts that we think are less honorable we treat with special honor. And the parts that are
IMPACT OF INCLUSIVE CLASSROOMS ON SOCIAL SKILLS DEVELOPMENT
5
unpresentable are treated with special modesty, while our presentable parts need no
special treatment. But God has put the body together, giving greater honor to the parts
that lacked it. (New International Version Bible, 1978/2011, (1 Corinthians 12:22–24)
References
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders
(5th ed., text rev.; DSM-5-TR). American Psychiatric Association Publishing.
https://doi.org/10.1176/appi.books.9780890425787
Bölte, S., Leifler, E., Berggren, S., & Borg, A. (2021). Inclusive practice for students with
neurodevelopmental disorders in Sweden. Scandinavian Journal of Child and Adolescent
Psychiatry and Psychology, 9(1), 9-15. https://doi.org/10.21307/sjcapp-2021-002
Bolourian, Y., Losh, A., Hamsho, N., Eisenhower, A., & Blacher, J. (2022). General education
teachers’ perceptions of autism, inclusive practices, and relationship building strategies.
Journal of Autism and Developmental Disorders, 52(9), 3977-3990.
https://doi.org/10.1007/s10803-021-05266-4
Devi, A., Palmer, E. E., Ganguly, R., & Barua, P. D. (2024). Teachers’ educational experiences
and preparedness in teaching students with autism. The Asia-Pacific Education
Researcher, 33(1), 71-81. https://doi.org/10.1007/s40299-022-00709-7
Lafont, C., Panjo, H., Michelon, C., Falissard, B., Speranza, M., Picot, M., Baghdadli, A., &
Rouquette, A. (2023). Determinants of inclusion in mainstream school for children with
autism spectrum disorders from the EpiTED study: A 10-year follow-up cohort. Journal
of Autism and Developmental Disorders, 53(1), 121-131. https://doi.org/10.1007/s10803-
021-05404-y
IMPACT OF INCLUSIVE CLASSROOMS ON SOCIAL SKILLS DEVELOPMENT
6
Marsh, A., Spagnol, V., Grove, R., & Eapen, V. (2017). Transition to school for children with
autism spectrum disorder: A systematic review. World Journal of Psychiatry, 7(3), 184–
196. https://doi.org/10.5498/wjp.v7.i3.184
Monahan, T., Gist-Barrow, M., & Willey, R. B. (2023). A refocus on IDEA: Challenges with the
least restrictive environment in physical education. Journal of Physical Education,
Recreation & Dance, 94(2), 25–29. https://doi.org/10.1080/07303084.2022.2146612
New International Version Bible. (2011). Zondervan. (Original work published 1978)
Roberts, J., & Webster, A. (2020). Including students with autism in schools: A whole school
approach to improve outcomes for students with autism. International Journal of
Inclusive Education, 26(7), 701–718. https://doi.org/10.1080/13603116.2020.1712622
