Abstract

How do current educational practices in schools support or fail to support minimally verbal autistic students? This literature review dives deep into the experiences of minimally verbal autistic students in the education system, focusing on the barriers they face in academic and social inclusion. By researching and using credible resources, the review highlights the challenges within the education systems and the wide scope of societal attitudes impacting neurodivergent students. The marginalization of them highlights the urgent need for better strategies to recognize and support different communication styles and emotional needs in educational environments.

Introduction

The inclusion of autistic students, particularly those who are minimally verbal, in schools presents unique challenges. These students often encounter misunderstandings and lack appropriate support, leading to marginalization. This review synthesizes current literature to understand these challenges and identify strategies for effective inclusion.

Literature Review 

Turnock, Langley, and Jones (2022) discuss the persistent stigma surrounding autism, even among healthcare professionals. Their study would reveal that general practitioners exhibit limited confidence in their work with autistic individuals. This indicated there are widespread misconceptions. The lack of knowledge is likely mirrored in educational settings, contributing to the marginalization of autistic students whose behaviors are often misinterpreted.

Heron (2024) lays out the concept of neurodiversity, emphasizing it as an inherently diverse way people think and communicate. Embracing neurodiversity can unlock strengths in various settings, such as the workplace and in school. Heron’s perspective shifts the focus from a deficit-based view of autism to one that recognizes and celebrates different cognitive styles. Ultimately, advocating for educational environments that value them.

Evans, Granson, Langford, and Hirsch (2023) analyze the transition of autistic students into higher education. The article highlights issues such as lack of preparation and of understanding needs. These challenges lead to increased anxiety and stigmatization. Although focused on higher education, the parallels in elementary settings are clear, where poor communication and failure to address sensory needs result in social exclusion.

Petersson-Bloom and Holmqvist (2022) conducted a systematic review centered on environmental strategies to support inclusive education for autistic students. Their work emphasizes the importance of modifications at school, specifically in classroom settings. Including sensory-friendly spaces and proper teacher training. These integrations are crucial for facilitating performance, participation and learning among neurodivergent individuals.

Bolourian et al. (2021) talks about general education teachers’ perceptions of autism and inclusive practices. The study reveals that while teachers recognize the importance of inclusion, they often lack the necessary training and resources to implement effective strategies. This gap brings attention to the importance of providing professional training focused on autism-specific instructional techniques and a  curriculum .

Conclusion

The reviewed sources collectively highlight that true inclusion of neurodiversity requires more than physical integration into mainstream classrooms. It necessitates a comprehensive approach that includes training educators, modifying spaces, and embracing neurodiversity. In doing so, schools can create a supportive community that can recognize and nurture autistic students.

References

Bolourian, Y., Losh, A., Hamsho, N., et al. (2021). General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05266-4

Evans, D., Granson, M., Langford, D., & Hirsch, S. (2023). Autism spectrum disorder: reconceptualising support for neurodiverse students in higher education. Journal of Higher Education Policy and Management, 45(2), 243–257. https://doi.org/10.1080/1360080X.2023.2180168

Heron, R. J. L. (2024, October 8). How Neurodiversity in The Workplace Can Drive Business Success. World Economic Forum. https://www.weforum.org/stories/2024/10/neurodiversity-neuroinclusion-workplace-business/

Petersson-Bloom, L., & Holmqvist, M. (2022). Strategies in Supporting Inclusive Education for Autistic Students – A Systematic Review of Qualitative Research Results. Autism & Developmental Language Impairments, 7. https://doi.org/10.1177/23969415221123429

Turnock, A., Langley, K., & Jones, C. R. G. (2022). Understanding Stigma in Autism: A Narrative Review and Theoretical Model. Autism in adulthood : Challenges and Management, 4(1), 76–91. https://doi.org/10.1089/aut.2021.0005