Inclusive Education of Students with ASD: a Systematic Review of the Research
Abstract This systematic review focuses on highlighting those barriers and facilitators that currently, according to different studies that had been carried out, are in the process of educational inclusion in students with ASD. For this, 24 articles have been analysed, taking into account the voices of those mainly involved in this issue: families, different educational professionals and the students themselves. In this way, the found results will be exposed not only according to how they promote or hinder the process of inclusive education, but also according to the perspective of the different voices; showing the meeting points between these, as well as the possible discrepancies. Finally, a serie of conclusions derived from the results will be presented, which will show how far we still are from seeing this right satisfied. At the same time, and through the identification of certain key barriers, a series of action guidelines will also be thrown in order to promote a reflexion that could lead to decrease the gap between what is said to be done and what is finally carried out.
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AINSCOW, M. (2008). Desarrollo de escuelas inclusivas. Narcea.
AN, S., CHAN, C. K. y KAUKENOVA, B. (2018). Families in transition: parental perspectives of support and services for children with autism in Kazakhstan. International Journal of Disability, Development and Education, 1-17. http://doi.org/10.1080/1034912X.2018.1499879
ANDERSON, A. H., STEPHENSON, J. y CARTER, M. (2017). A systematic literature review of the experiences and supports of students with Autism Spectrum Disorder in Post-Secondary Education. Research in Autism Spectrum Disorders, 39, 33-53. https://doi.org/10.1016/j.rasd.2017.04.002
ANDRÉS, M. S., BARRIOS, Á., CAÑADAS, M., DE DIOS, M. J., ECHEITA, G., GONZÁLEZ, P., GUTIÉRREZ, H., GONZÁLEZ DE RIVERA, T., HERNÁNDEZ, J. M., MARTÍNEZ, G., MORENO, A., MUÑOZ, Y., PALOMO, R., PANTOJA, M. y SIMÓN, C. (2020, 9 abril). Repensando la participación educativa en el contexto de una pandemia sanitaria. El Diario de la Educación. https://eldiariodelaeducacion.com/2020/04/09/repensando-la-participacion-educativa-en-el-contexto-de-una-pandemia-sanitaria/?hilite=%27repensando%27%2C%27participaci%C3%B3n%27%2C%27educativa%27
ARNAIZ, P., GARRIDO, C. F. y SOTO, F. J. (2021). Estudio de las aulas abiertas especializadas en la región de Murcia. En P. ARNAIZ y A. ESCARBAJAL, Aulas abiertas a la inclusión (pp. 101-119). Dykinson.
BARRIOS, Á., GUTIÉRREZ, H., SIMÓN, C. y ECHEITA, G. (2018). Convivencia y educación inclusiva: miradas complementarias. Convives, 24.
BOOTH, T. y AINSCOW, M. (2015). Guía para la educación inclusiva: desarrollando el aprendizaje y la participación en los centros escolares. FUHEM, OEI.
COOK, A., OGDEN, J. y WINSTONE, N. (2018). Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education, 33(3), 302-315.
DEL BARRIO, C. y VAN DER MEULEN, K. (2016). Maltrato por abuso de poder entre iguales en el alumnado con discapacidad. Pensamiento Psicológico, 14(1), 103-118.
DELOBEL-AYOUB, M., EHLINGER, V., KLAPOUSZCZAK, D., MAFFRE, T., RAYNAUD, J. P., DELPIERRE, C. y ARNAUD, C. (2015). Socioeconomic disparities and prevalence of autism spectrum disorders and intellectual disability. PLos One, 10, 1-13.
ECHEITA, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46, 17-24. https://doi.org/10.17811/rifie.46.2017.17-24
ECHEITA, G. (2019). A la espera de un fructífero cruce de caminos entre quienes hoy circulan en paralelo por los caminos educativos de la equidad, la justicia social, la inclusión, la convivencia, la cultura de paz o la ciudadanía global. Revista Internacional de Educación para la Justicia Social, 8(2), 7-13.
ECHEITA, G., CAÑADAS, M., GUTIÉRREZ, H. y MARTÍNEZ, G. (2021). De la cuna a la escuela. El turbulento devenir durante la primera transición educativa de alumnado autista. Qualitative Research in Education, 10(2), 116-143.
ECHEITA, G. y FERNÁNDEZ, M. L. (2017). El contexto educativo. Hacia una educación más inclusiva como contexto para el desarrollo de todo el alumnado. En B. GUTIÉRREZ y A. BRIOSO (Coords.), Desarrollos diferentes (pp. 201-215). Sanz y Torres.
ECHEITA, G. y SIMÓN, C. (2007). La contribución de la educación escolar a la calidad de vida de las personas con discapacidad. Ante el desafío de su inclusión social. En R. de LORENZO y L. C. PÉREZ BUENO (Coords.), Tratado sobre discapacidad (pp. 1103-1133). Aranzadi.
ELDAR, E., TALMOR, R. y WOLF-ZUKERMAN, T. (2010). Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14, 97-114.
EMAM, M. M. y FARRELL, P. (2009). Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education, 24(4), 407-422.
FALKMER, M., ANDERSON, K., JOOSTEN, A. y FALKMER, T. (2015). Parents’ perspectives on inclusive schools for children with Autism Spectrum conditions. International Journal of Disability, Development and Education, 62(1), 1-23.
FREDERICKSON, N., JONES, A. P. y LANG, J. (2010). Inclusive provision options for pupils on the Autistic Spectrum. Journal of Research in Special Educational Needs, 10(2), 63-73.
GOODALL, C. y MACKENZIE, A. (2019). What about my voice? Autistic young girls’ experiences of mainstream school. European Journal of Special Needs Education, 34(4), 499-513. https://doi.org/10.1080/08856257.2018.1553138
HERNÁNDEZ, J. (2017). Guía de actuación para profesorado y familias. Acoso escolar y trastornos del espectro del autismo. Confederación Autismo España.
HUMPHREY, N. y LEWIS, S. (2008). What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream schools? Journal of Research in Special Educational Needs, 8, 132-140.
HUMPHREY, N. y SYMES, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25, 77-91. https://doi.org/10.1080/08856250903450855
HUMPHREY, N. y SYMES, W. (2013). Inclusive education for pupils with Autistic Spectrum Disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17, 32-46. https://doi.org/10.1080/13603116.2011.580462
JOHANSSON, S. (2014). He is intelligent but different: stakeholders’ perspectives on children on the Autism Spectrum in urban Indian school context. International Journal of Disability, Development and Education, 61, 416-433.
KOSTER, M., NAKKEN, P. y VAN HOUTEN, E. (2009). Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13, 117-140.
LARCOMBE, T., JOOSTEN, A., CORDIER, R. y VAZ, S. (2019). Preparing children with autism for transition to mainstream school and perspectives on supporting positive school experiences. Journal of Autism and Developmental Disorders, 49(8), 3073-3088.
LARRACELETA, A. (2018). Intervenciones focalizadas basadas en la evidencia dirigidas al alumnado con trastorno del espectro autista. Siglo Cero, 49(2), 73-87.
LILLEY, R. (2015). Trading places: autism inclusion disorder and school change. International Journal of Inclusive Education, 19(4), 379-396.
LINDSAY, S., PROULX, M., SCOTT, H. y THOMSON, N. (2014). Exploring elementary school teachers’ strategies for including children with autism spectrum disorder in mainstream classes. International Journal of Inclusive Education, 18(2), 101-122. https://doi.org/10.1080/13603116.2012.758320
LINDSAY, S., PROULX, M., THOMSON, N. y SCOTT, H. (2013). Educators’ challenges of including children with Autism Spectrum Disorder in mainstream classrooms. International Journal of Disability, Development and Education, 60, 347-362.
MADERO, L. y ARENAS, L. (2018). Cómo medir y mejorar los niveles de inclusión de personas con TEA en el centro educativo. Siglo Cero, 49(3), 39-54.
MAJOKO, T. (2016). Inclusion of children with autism spectrum disorders: listening and hearing to voices from the grassroots. Journal of Autism and Developmental Disorders, 46(4), 1429-1440.
MARKS, S. U. y KURTH, J. (2013). Examination of disproportionality of autism in school-aged populations in the U.S. Journal of the International Association of Special Education, 14, 9-21.
MARSHALL, D. y GOODALL, C. (2015). The right to appropriate and meaningful education for children with ASD. Journal of Autism and Developmental Disorders, 45, 3159-3167. https://doi.org/10.1007/s10803-015-2475-9
MCGILLICUDDY, S. y O’DONNELL, G. M. (2014). Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland. International Journal of Inclusive Education, 18(4), 323-344.
MOHER, D., SHAMSEER, L., CLARKE, M., GHERSI, D., LIBERATI, A., PETTICREW, M., ... y STEWART, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
MUTABBAKANI, R. y CALLINAN, C. (2020). Mothers’ perspectives on the inclusion of young autistic children in Kuwait. Journal of Autism and Developmental Disorders, 50, 1198-1209. https://doi.org/10.1007/s10803-019-04351-z
NORWICH, B. (2006). Dilemmas of difference, inclusion and disability: international perspectives. Paper presented at the British Educational Research Association, University of Warwick. http://www.leeds.ac.uk/educol/documents/161083.htm
OLSEN, K., CROYDON, A., OLSON, M., JACOBSEN, K. H. y PELLICANO, E. (2019). Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices? International Journal of Inclusive Education, 23(6), 624-638.
ONU. (2006). Convención Internacional sobre los Derechos de las Personas con Discapacidad. http://www.un.org/spanish/disabilities/convention/qanda.html
PARSONS, S. (2015). ‘Why are we an ignored group?’ Mainstream educational experiences and current life satisfaction of adults on the autism spectrum from an online survey. International Journal of Inclusive Education, 19, 397-421.
PETERS, B. y FORLIN, C. (2011). Chinese children with ASD in Hong Kong (SAR): development of inclusive practice. Journal of Research in Special Educational Needs, 11, 87-98.
PRINCE, E. J. y HADWIN, J. (2013). The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education, 17(3), 238-262.
RAVET, J. (2018). ‘But how do I teach them?’: autism and initial teacher education (ITE). International Journal of Inclusive Education, 22(7), 714-733. https://doi.org/10.1080/13603116.2017.1412505
SCHULTZ, T. R., SRECKOVIC, M. A., ABLE, H. y WHITE, T. (2016). Parent-teacher collaboration: teacher perceptions of what is needed to support students with ASD in the inclusive classroom. Education and Training in Autism and Developmental Disabilities, 51(4), 344-354.
SEGALL, M. J. y CAMPBELL, J. M. (2012). Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1156-1167.
SEGALL, M. J. y CAMPBELL, J. M. (2014). Factors influencing the educational placement of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(1), 31-43.
SIMÓN, C., BARRIOS, Á., GUTIÉRREZ, H. y MUÑOZ, Y. (2019). Equidad, educación inclusiva y educación para la justicia social. ¿Llevan todos los caminos a la misma meta? Revista Internacional de Educación para la Justicia Social, 8(2), 17-32. https://doi.org/10.15366/riejs2019.8.2.001
SYMES, W. y HUMPHREY, N. (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDS) in mainstream
secondary schools. Journal of Research in Special Educational Needs, 11, 153-161. https://doi.org/10.1111/j.1471-3802.2011.01196.x
THEODOROU, F. y NIND, M. (2010). Inclusion in play: a case study of a child with autism in an inclusive nursery. Journal of Research in Special Educational Needs, 10(2), 99-106.
UNESCO. (2014). The right to education: law and policy review guidelines. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000228491
UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000248254
UNESCO. (2020a). Informe de seguimiento de la Educación en el Mundo 2020. Inclusión y educación: todos, sin excepción. https://es.unesco.org/gem-report/report/2020/inclusion
UNESCO. (2020b). Towards inclusion in education: status, trends and challenges. The UNESCO Salamanca Statement 25 years on. UNESCO.
UNESCO, UNICEF, BANCO MUNDIAL, UNFPA, PNUD, ONU MUJERES y ACNUR. (2015). Declaración de Incheon. Educación 2030: Hacia una educación inclusiva y equitativa de calidad y un aprendizaje a lo largo de la vida para todos. Incheon. http://unesdoc.unesco.org/images/0023/002338/233813M.pdf
AN, S., CHAN, C. K. y KAUKENOVA, B. (2018). Families in transition: parental perspectives of support and services for children with autism in Kazakhstan. International Journal of Disability, Development and Education, 1-17. http://doi.org/10.1080/1034912X.2018.1499879
ANDERSON, A. H., STEPHENSON, J. y CARTER, M. (2017). A systematic literature review of the experiences and supports of students with Autism Spectrum Disorder in Post-Secondary Education. Research in Autism Spectrum Disorders, 39, 33-53. https://doi.org/10.1016/j.rasd.2017.04.002
ANDRÉS, M. S., BARRIOS, Á., CAÑADAS, M., DE DIOS, M. J., ECHEITA, G., GONZÁLEZ, P., GUTIÉRREZ, H., GONZÁLEZ DE RIVERA, T., HERNÁNDEZ, J. M., MARTÍNEZ, G., MORENO, A., MUÑOZ, Y., PALOMO, R., PANTOJA, M. y SIMÓN, C. (2020, 9 abril). Repensando la participación educativa en el contexto de una pandemia sanitaria. El Diario de la Educación. https://eldiariodelaeducacion.com/2020/04/09/repensando-la-participacion-educativa-en-el-contexto-de-una-pandemia-sanitaria/?hilite=%27repensando%27%2C%27participaci%C3%B3n%27%2C%27educativa%27
ARNAIZ, P., GARRIDO, C. F. y SOTO, F. J. (2021). Estudio de las aulas abiertas especializadas en la región de Murcia. En P. ARNAIZ y A. ESCARBAJAL, Aulas abiertas a la inclusión (pp. 101-119). Dykinson.
BARRIOS, Á., GUTIÉRREZ, H., SIMÓN, C. y ECHEITA, G. (2018). Convivencia y educación inclusiva: miradas complementarias. Convives, 24.
BOOTH, T. y AINSCOW, M. (2015). Guía para la educación inclusiva: desarrollando el aprendizaje y la participación en los centros escolares. FUHEM, OEI.
COOK, A., OGDEN, J. y WINSTONE, N. (2018). Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education, 33(3), 302-315.
DEL BARRIO, C. y VAN DER MEULEN, K. (2016). Maltrato por abuso de poder entre iguales en el alumnado con discapacidad. Pensamiento Psicológico, 14(1), 103-118.
DELOBEL-AYOUB, M., EHLINGER, V., KLAPOUSZCZAK, D., MAFFRE, T., RAYNAUD, J. P., DELPIERRE, C. y ARNAUD, C. (2015). Socioeconomic disparities and prevalence of autism spectrum disorders and intellectual disability. PLos One, 10, 1-13.
ECHEITA, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46, 17-24. https://doi.org/10.17811/rifie.46.2017.17-24
ECHEITA, G. (2019). A la espera de un fructífero cruce de caminos entre quienes hoy circulan en paralelo por los caminos educativos de la equidad, la justicia social, la inclusión, la convivencia, la cultura de paz o la ciudadanía global. Revista Internacional de Educación para la Justicia Social, 8(2), 7-13.
ECHEITA, G., CAÑADAS, M., GUTIÉRREZ, H. y MARTÍNEZ, G. (2021). De la cuna a la escuela. El turbulento devenir durante la primera transición educativa de alumnado autista. Qualitative Research in Education, 10(2), 116-143.
ECHEITA, G. y FERNÁNDEZ, M. L. (2017). El contexto educativo. Hacia una educación más inclusiva como contexto para el desarrollo de todo el alumnado. En B. GUTIÉRREZ y A. BRIOSO (Coords.), Desarrollos diferentes (pp. 201-215). Sanz y Torres.
ECHEITA, G. y SIMÓN, C. (2007). La contribución de la educación escolar a la calidad de vida de las personas con discapacidad. Ante el desafío de su inclusión social. En R. de LORENZO y L. C. PÉREZ BUENO (Coords.), Tratado sobre discapacidad (pp. 1103-1133). Aranzadi.
ELDAR, E., TALMOR, R. y WOLF-ZUKERMAN, T. (2010). Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14, 97-114.
EMAM, M. M. y FARRELL, P. (2009). Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education, 24(4), 407-422.
FALKMER, M., ANDERSON, K., JOOSTEN, A. y FALKMER, T. (2015). Parents’ perspectives on inclusive schools for children with Autism Spectrum conditions. International Journal of Disability, Development and Education, 62(1), 1-23.
FREDERICKSON, N., JONES, A. P. y LANG, J. (2010). Inclusive provision options for pupils on the Autistic Spectrum. Journal of Research in Special Educational Needs, 10(2), 63-73.
GOODALL, C. y MACKENZIE, A. (2019). What about my voice? Autistic young girls’ experiences of mainstream school. European Journal of Special Needs Education, 34(4), 499-513. https://doi.org/10.1080/08856257.2018.1553138
HERNÁNDEZ, J. (2017). Guía de actuación para profesorado y familias. Acoso escolar y trastornos del espectro del autismo. Confederación Autismo España.
HUMPHREY, N. y LEWIS, S. (2008). What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream schools? Journal of Research in Special Educational Needs, 8, 132-140.
HUMPHREY, N. y SYMES, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25, 77-91. https://doi.org/10.1080/08856250903450855
HUMPHREY, N. y SYMES, W. (2013). Inclusive education for pupils with Autistic Spectrum Disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17, 32-46. https://doi.org/10.1080/13603116.2011.580462
JOHANSSON, S. (2014). He is intelligent but different: stakeholders’ perspectives on children on the Autism Spectrum in urban Indian school context. International Journal of Disability, Development and Education, 61, 416-433.
KOSTER, M., NAKKEN, P. y VAN HOUTEN, E. (2009). Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13, 117-140.
LARCOMBE, T., JOOSTEN, A., CORDIER, R. y VAZ, S. (2019). Preparing children with autism for transition to mainstream school and perspectives on supporting positive school experiences. Journal of Autism and Developmental Disorders, 49(8), 3073-3088.
LARRACELETA, A. (2018). Intervenciones focalizadas basadas en la evidencia dirigidas al alumnado con trastorno del espectro autista. Siglo Cero, 49(2), 73-87.
LILLEY, R. (2015). Trading places: autism inclusion disorder and school change. International Journal of Inclusive Education, 19(4), 379-396.
LINDSAY, S., PROULX, M., SCOTT, H. y THOMSON, N. (2014). Exploring elementary school teachers’ strategies for including children with autism spectrum disorder in mainstream classes. International Journal of Inclusive Education, 18(2), 101-122. https://doi.org/10.1080/13603116.2012.758320
LINDSAY, S., PROULX, M., THOMSON, N. y SCOTT, H. (2013). Educators’ challenges of including children with Autism Spectrum Disorder in mainstream classrooms. International Journal of Disability, Development and Education, 60, 347-362.
MADERO, L. y ARENAS, L. (2018). Cómo medir y mejorar los niveles de inclusión de personas con TEA en el centro educativo. Siglo Cero, 49(3), 39-54.
MAJOKO, T. (2016). Inclusion of children with autism spectrum disorders: listening and hearing to voices from the grassroots. Journal of Autism and Developmental Disorders, 46(4), 1429-1440.
MARKS, S. U. y KURTH, J. (2013). Examination of disproportionality of autism in school-aged populations in the U.S. Journal of the International Association of Special Education, 14, 9-21.
MARSHALL, D. y GOODALL, C. (2015). The right to appropriate and meaningful education for children with ASD. Journal of Autism and Developmental Disorders, 45, 3159-3167. https://doi.org/10.1007/s10803-015-2475-9
MCGILLICUDDY, S. y O’DONNELL, G. M. (2014). Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland. International Journal of Inclusive Education, 18(4), 323-344.
MOHER, D., SHAMSEER, L., CLARKE, M., GHERSI, D., LIBERATI, A., PETTICREW, M., ... y STEWART, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
MUTABBAKANI, R. y CALLINAN, C. (2020). Mothers’ perspectives on the inclusion of young autistic children in Kuwait. Journal of Autism and Developmental Disorders, 50, 1198-1209. https://doi.org/10.1007/s10803-019-04351-z
NORWICH, B. (2006). Dilemmas of difference, inclusion and disability: international perspectives. Paper presented at the British Educational Research Association, University of Warwick. http://www.leeds.ac.uk/educol/documents/161083.htm
OLSEN, K., CROYDON, A., OLSON, M., JACOBSEN, K. H. y PELLICANO, E. (2019). Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices? International Journal of Inclusive Education, 23(6), 624-638.
ONU. (2006). Convención Internacional sobre los Derechos de las Personas con Discapacidad. http://www.un.org/spanish/disabilities/convention/qanda.html
PARSONS, S. (2015). ‘Why are we an ignored group?’ Mainstream educational experiences and current life satisfaction of adults on the autism spectrum from an online survey. International Journal of Inclusive Education, 19, 397-421.
PETERS, B. y FORLIN, C. (2011). Chinese children with ASD in Hong Kong (SAR): development of inclusive practice. Journal of Research in Special Educational Needs, 11, 87-98.
PRINCE, E. J. y HADWIN, J. (2013). The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education, 17(3), 238-262.
RAVET, J. (2018). ‘But how do I teach them?’: autism and initial teacher education (ITE). International Journal of Inclusive Education, 22(7), 714-733. https://doi.org/10.1080/13603116.2017.1412505
SCHULTZ, T. R., SRECKOVIC, M. A., ABLE, H. y WHITE, T. (2016). Parent-teacher collaboration: teacher perceptions of what is needed to support students with ASD in the inclusive classroom. Education and Training in Autism and Developmental Disabilities, 51(4), 344-354.
SEGALL, M. J. y CAMPBELL, J. M. (2012). Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1156-1167.
SEGALL, M. J. y CAMPBELL, J. M. (2014). Factors influencing the educational placement of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(1), 31-43.
SIMÓN, C., BARRIOS, Á., GUTIÉRREZ, H. y MUÑOZ, Y. (2019). Equidad, educación inclusiva y educación para la justicia social. ¿Llevan todos los caminos a la misma meta? Revista Internacional de Educación para la Justicia Social, 8(2), 17-32. https://doi.org/10.15366/riejs2019.8.2.001
SYMES, W. y HUMPHREY, N. (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDS) in mainstream
secondary schools. Journal of Research in Special Educational Needs, 11, 153-161. https://doi.org/10.1111/j.1471-3802.2011.01196.x
THEODOROU, F. y NIND, M. (2010). Inclusion in play: a case study of a child with autism in an inclusive nursery. Journal of Research in Special Educational Needs, 10(2), 99-106.
UNESCO. (2014). The right to education: law and policy review guidelines. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000228491
UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000248254
UNESCO. (2020a). Informe de seguimiento de la Educación en el Mundo 2020. Inclusión y educación: todos, sin excepción. https://es.unesco.org/gem-report/report/2020/inclusion
UNESCO. (2020b). Towards inclusion in education: status, trends and challenges. The UNESCO Salamanca Statement 25 years on. UNESCO.
UNESCO, UNICEF, BANCO MUNDIAL, UNFPA, PNUD, ONU MUJERES y ACNUR. (2015). Declaración de Incheon. Educación 2030: Hacia una educación inclusiva y equitativa de calidad y un aprendizaje a lo largo de la vida para todos. Incheon. http://unesdoc.unesco.org/images/0023/002338/233813M.pdf
González de Rivera Romero, T., Fernández-Blázquez, M. L., Simón Rueda, C., & Echeita Sarr ionandia, G. (2022). Inclusive Education of Students with ASD: a Systematic Review of the Research. Siglo Cero, 53(1), 115–135. https://doi.org/10.14201/scero2022531115135
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