[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-51706-en":3,"doc-seo-51706-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},51706,1099513958762,"Logic","https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1782109480056885918",8,"Research & Report","Comparison of the Effects of Mainstream and Special School on National Curriculum Outcomes in Children with Autism Spectrum Disorder","Explores whether inclusion in mainstream placements improves national curriculum outcomes for children with autism spectrum disorder (ASD), compared with specialist provisions. Using an archive-based approach combining primary and secondary data from four authorities in south east England, the study finds mainstream children show no greater academic success than peers in specialist settings. The analysis reviews specific supports linked to success, including Speech and Language Therapy and the influence of Learning Support Assistants.","Journal of Research in Special Educational Needs 􀀁 Volume 􀀁􀀁 􀀁 Number 􀀁􀀁 􀀁 2016 􀀁􀀁–􀀁􀀁 doi: 10.1111/1471-3802.12368  \nCOMPARISON OF THE EFFECTS OF MAINSTREAM AND SPECIAL SCHOOL ON NATIONAL CURRICULUM OUTCOMES IN CHILDREN WITH AUTISM SPECTRUM DISORDER: AN ARCHIVE-BASED ANALYSIS  \nEmma M. Waddington and Phil Reed Swansea University  \nKey words: Inclusion, autism spectrum disorder, Speech and Language Therapy, mainstream schools.  \nThe literature dealing with the inclusion of children with autism spectrum disorder (ASD) in mainstream schools has increased over recent years, propelled by the argument that it will improve the quality of life, educational performance and social development of included children. This area of research is currently an important one for the development of policy and practice. The literature on inclusion dealing with the inclusion of children with ASD is limited, so the implementation of inclusion has preceded research. The current study investigated whether children in mainstream placements show enhanced performance, relative to those in specialist provisions. The study used a combination of primary and secondary data analysis to explore the impact of inclusion on children with ASD in four authorities in the south east of England. The results suggest that mainstream children have no greater academic success than children in specialist provision. The study suggests that a number of specific provisions are involved in promoting success, such as Speech and Language Therapy, and the impact of Learning Support Assistants, and these are also reviewed and discussed.  \nIntroduction  \nThe inclusion of children with autism spectrum disorder (ASD) into mainstream schools has been argued to improve their quality of life, educational performance and social development (Connor, 2000; Knight, Petrie, Zuurmond, et al., 2009; Kurth and Mastergeorge, 2010; Strain, 1983) . Mainstreaming is also thought to increase the social awareness of the other children exposed to the included children (Egel and Gradel, 1988; McGregor and Vogelsberg, 1998) . In addition to these putative benefits, inclusion has been argued to relieve some of the financial  \nstrain on many external supporting agencies, such as educational, psychological and health services (Jarbrink and Knapp, 2001) . Although the definitions of inclusion vary (e.g., children included for play times and meals versus children included all day), the fundamental concept is that children identified with special educational needs should be educated in the same setting as their mainstream peers (Kurth and Mastergeorge, 2010; Mesibov and Shea, 1996; Norwich, 2005; Reed and Osborne, 2014) .  \nHowever, it has been argued that the promotion and implementation of this ideal has preceded research into the success of such inclusive practices, and that this is especially true concerning children with ASD (Humphrey and Parkinson, 2006; Reed and Osborne, 2014) . A small number of studies have observed the effects of inclusion for children with ASD, but these studies have reported mixed results (Kurth and Mastergeorge, 2010; Reed and Osborne, 2014), a pattern which emerges in both the areas of social (Knight et al., 2009; Kurth and Mastergeorge, 2010) and academic (Ruijs and Peetsma, 2009; Smith and Matson, 2010) performance.  \nIn terms of the social benefits of inclusion, Strain (1983)(Boutot and Bryant, 2005; Buysse and Bailey, 1993) found that young children with ASD in mainstream settings exhibited more pro-social behaviours than those in special schools, and that these social skills were generalised best in integrated rather than segregated settings. However, several other studies have shown no such pattern of gains associated with mainstream education for pupils with ASD (Durbach and Pence, 1991; Harris, Handleman, Kristoff, et al., 1990; Reed, Osborne and Waddington, 2011) . Additionally, Panerai, Zingale, Trubia, et al. (2009) reported greater gains in a variety of domains for pupils i","cbCaidlWIxh8UNtJ","https://ap.wps.com/l/cbCaidlWIxh8UNtJ","pdf",331901,2,1,11,"English","en",105,"# Introduction\n## Rationale for Inclusion\n## Evidence on Social Outcomes\n## Evidence on Academic Outcomes\n## Implications for Policy and Practice","[{\"question\":\"What question does the study investigate about autism spectrum disorder inclusion?\",\"answer\":\"Whether children with ASD in mainstream placements show enhanced performance compared with children in specialist provisions.\"},{\"question\":\"How does the study analyze the impact of inclusion?\",\"answer\":\"It uses a combination of primary and secondary archive-based data analysis from four authorities in the south east of England.\"},{\"question\":\"What do the results suggest about academic success in mainstream versus specialist settings?\",\"answer\":\"Mainstream children show no greater academic success than children in specialist provision.\"}]",1783631385,28,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"comparison-of-the-effects-of-mainstream-and-special-school-on-national-curriculum-outcomes-in-children-with-autism-spectrum-disorder","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,47,50],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":20},"https://docshare.wps.com/document/","Document",{"item":48,"name":12,"@type":43,"position":49},"https://docshare.wps.com/document/research-report/",3,{"item":51,"name":13,"@type":43,"position":52},"https://docshare.wps.com/document/comparison-of-the-effects-of-mainstream-and-special-school-on-national-curriculum-outcomes-in-children-with-autism-spectrum-disorder/51706/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-13","2026-07-09",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What question does the study investigate about autism spectrum disorder inclusion?","Question",{"text":75,"@type":76},"Whether children with ASD in mainstream placements show enhanced performance compared with children in specialist provisions.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How does the study analyze the impact of inclusion?",{"text":80,"@type":76},"It uses a combination of primary and secondary archive-based data analysis from four authorities in the south east of England.",{"name":82,"@type":73,"acceptedAnswer":83},"What do the results suggest about academic success in mainstream versus specialist settings?",{"text":84,"@type":76},"Mainstream children show no greater academic success than children in specialist provision.","https://schema.org",{"og:url":51,"og:type":87,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":89,"canonical":51},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,120,123,128,131,135],{"id":21,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":20,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":52,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":106,"slug":138},19,"General","general"]