Creating Inclusive Schools for Autistic Students: A Scoping Review on Elements Contributing to Strengths-Based Approaches

This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.

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White, J., McGarry, S., Falkmer, M., Scott, M., Williams, P. J., & Black, M. H. (2023). Creating Inclusive Schools for Autistic Students: A Scoping Review on Elements Contributing to Strengths-Based Approaches. Education Sciences, 13(7), 709. https://doi.org/10.3390/educsci13070709

Publication date: 12 Jul 2023 Added to AutiHub: 16 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
6
Publication authors identified as autistic
1 / 6 (16.7%)
  1. Jia White *
  2. Sarah McGarry
  3. Marita Falkmer
  1. Melissa Scott
  2. P. John Williams
  3. Melissa H. Black

Abstract

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised according to the Bioecological Model of Development. One personal (strengths and interests), six microsystem (specialised instructions, curriculum integration, curriculum differentiation, common interests with peers, reciprocal roles and adult involvement), three mesosystem (matching resources and activities, real-life learning experiences and benefiting all students), and three exosystem (cost-effective and timesaving, collaboration with colleagues and parents and teachers’ attitude and knowledge) elements were identified. Findings highlight the interrelatedness of the elements contributing to strengths-based approaches for autistic students, which can be used to aid in the development of more inclusive school environments.

Bibliography cited by this reference

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Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 19 Sep 2026 01:01.

Cited references
69
With a DOI
57
Without a DOI, from raw bibliography text
11
1 / 69 (1.4%) cited references include at least one author identified as autistic.
References with data to complete
9 / 69 (13.0%)
References with detected author names
60 / 69 (87.0%)
Without detected author names
9
Without a structured title
9
Without a stable identifier
10
References with raw author names still to review
9
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
231
From DOI or external metadata
231
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
33
44 / 231 (19.0%) names are linked to an author already present in AutiHub. 187 / 231 (81.0%) names are not yet linked.
Names linked to a person identified as autistic
1 / 231 (0.4%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 1 / 44 (2.3%). Distinct people identified as autistic: 1 / 203 (0.5%).
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