Inclusive Education for Children with Autism: Issues and Strategies

  • Merry Barua
  • Bharti
  • Shubhangi Vaidya


Educational inclusion for children with autism has to go beyond the usual understanding of inclusion which is about placing all students in the general education classroom and believing that children will benefit by merely being around other children. Rather it has to be based on an understanding of autism and viewed from the perspective of the student with autism. The latter must be taught using methods that enable them to learn. They must have access to assistive strategies and aids specific to their needs just as students with other conditions do. Most importantly, those tasked with teaching them have to own their roles as cross-cultural interpreters, between their autistic students, their non-autistic peers, the school and the wider community.


Spectrum Rights Social understanding Communication Sensory Advocacy Detail thinkers Structure and visual strategies Experiential learning Bullying Positive environment 


  1. Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
  2. Barua, M. (2013). Curricular adaptations for children with autism. Confluence, 14, 9–14.Google Scholar
  3. Bishop, D. V. M. (1989). Autism, Asperger’s syndrome and semantic-pragmatic disorder: Where are the boundaries? British Journal of Disorders of Communication, 24(2), 107–121.CrossRefGoogle Scholar
  4. Feinstein, A. (2010). A history of autism: Conversations with the pioneers. Oxford: Wiley-Blackwell.CrossRefGoogle Scholar
  5. Frith, U. (1989). Autism: Explaining the enigma. Oxford: Blackwell Publishing.Google Scholar
  6. Ghai, A. (2015). Rethinking disability in India. New Delhi: Routledge.Google Scholar
  7. Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs: Prentice-Hall.Google Scholar
  8. Government of India, Ministry of Law and Justice. (2016). The Rights of Persons with Disabilities Act. Last accessed on 8th June 2018.
  9. Grandin, T. (2006). Thinking in pictures. In Expanded edition: My life with autism. U.K: Vintage.Google Scholar
  10. Johansson, S. T. (2014). “He is intelligent but different”: Stakeholders’ perspectives on children on the autism spectrum in an urban Indian school context. International Journal of Disability, Development and Education, 61(4), 416–433.CrossRefGoogle Scholar
  11. Jordan, R. (2004). Educating children with autism: Practical tools for successful classroom inclusion. Toronto: Geneva Centre for Autism.Google Scholar
  12. Mastropieri, M. A. & Scruggs, T. E. (2010). Inclusive classroom, The: Strategies for effective instruction. Pearson: George Mason University.Google Scholar
  13. Mehrotra, N., & Vaidya, S. (2008). Exploring constructs of intellectual disability and personhood in Haryana and Delhi. Indian Journal of Gender Studies, 15(2), 317–344.Google Scholar
  14. Mesibov, G. B., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders (Issues in clinical child psychology). New York: Springer.CrossRefGoogle Scholar
  15. Vaidya, S. (Ed.). (2016). Autism and the family in urban India: Looking back, looking forward. New Delhi: Springer.Google Scholar
  16. Vaidya, S., & Barua, M. (2017). Language teaching and learning for children with autism spectrum disorder. In R. K. Agnihotri, A. S. Gupta, & A. L. Khanna (Eds.), Trends in language teaching (pp. 208–218). Himayatnagar: Orient Black Swan.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Merry Barua
    • 1
  • Bharti
    • 2
  • Shubhangi Vaidya
    • 3
  1. 1.Action for AutismNational Centre for AutismDelhiIndia
  2. 2.Department of Education of Groups with Special NeedsNCERTDelhiIndia
  3. 3.School of Inter-Disciplinary and Trans-Disciplinary StudiesIndira Gandhi National Open UniversityDelhiIndia

Personalised recommendations