Participation patterns and quality of life of children with autism in inclusive education

Abstract

Children with autism spectrum disorder (ASD) may attend general education schools in either fully integrated classrooms or self-contained classrooms. While the advantages of inclusive vs. segregated education are well-known, there is a lack of understanding regarding the differences between inclusive education types. Therefore, this study aimed to compare participation patterns and quality of life (QoL) between fully integrated vs. self-contained classrooms, and explored the relationship between their outcomes. Parents of 91 elementary-school Israeli children with ASD were recruited (44 attended fully inclusive and 47 attended self-contained classrooms). The participants completed a demographic questionnaire, as well as participation and QoL measures. The entire sample demonstrated typical participation patterns and QoL for children with ASD, aligning with previous research findings. Additionally, no significant differences were found in participation patterns and QoL between children in the two types of inclusive classrooms. Significant moderate correlations (r = 0.35–0.54) were found between participation and overall QoL amongst children who attended fully integrated classes, but not amongst children who attended self-contained classes. This study is novel in comparing the participation patterns and QoL of children with ASD in fully integrated vs. self-contained classrooms. Further research is needed to expand the findings.