Should Autism Be Mainstreamed In Regular Classrooms

The substantial increase of diagnosis in children with autism spectrum disorder and how the education system will adapt to the diverse learning environments needed to educate these children is a growing controversy within the United States. According to the Journal of Autism and Developmental Disorders “Educating students with autism requires an understanding of the unique cognitive, social, sensory, and behavioral deficits that characterize this developmental disability.” (Mesibov 342) Despite the fact autism is a general term classified as a developmental delay the disorder is not characterized under one set of symptoms, but in fact a multitude of possible variables that make up autism spectrum disorder. Therefore, it is important that education be considered based on the child, not the diagnosis. The controversy ensuing whether students with autism should be mainstreamed in regular classrooms or have clustered special education classrooms that are better suited to cater to their individual needs is an ongoing debate within communities. There are certain characteristics of the diagnosis that would endorse a student with autism to excel in a mainstream classroom environment. Students who fall on the autism spectrum of mild to moderate and are nonviolent should be mainstreamed in regular classrooms, a benefit to the autistic

History shows that school systems had the right to refuse students based on their disability and parents were not consulted in this process. “IDEA, first enacted in 1975 and most recently revised in 2004, states that as the parent, you are entitled to be treated as a partner with the school district in deciding on an education plan for your child and the child’s individual needs.” (Procter) This allows a parent to help with the decision making process with regards to your child’s