Autonomy and Inclusion

Authors

Abstract

This chapter discusses how the autistic author had experiences of exclusion in integrated schools alongside neurotypical children. In particular, the author faced sensory barriers and social isolation that prevented the mainstream school from being an inclusive environment. Furthermore, empirical research literature suggests that other autistic students can have similarly negative experiences in mainstream schools. Such negative experiences could have adverse consequences, including burnout and struggles with mental health. Unfortunately, the dominant approaches to inclusion in the special education literature assume that inclusion can only occur in settings with nondisabled, neurotypical peers. However, this chapter will argue that some autistic people can, like the present author, find non-integrated, specialized environments to be more meaningfully inclusive than integrated environments. Indeed, this chapter proposes that a person can only find an environment inclusive if they themselves want to be in it and that autistic and neurodivergent individuals, and their families, should therefore be given more freedom to select their own environments. Although not all neurodivergent individuals will be equally able to make decisions about what sort of setting they would like to spend their days in, the role of caregivers in placement decisions is discussed. Moreover, this chapter discusses other reforms that can support meaningful inclusion, both in specialized and in mainstream environments. For example, in some education systems, specialized settings can be academically impoverished and reforms are necessary to place them on an equal academic footing with mainstream schools. Meanwhile, mainstream teachers are often inadequately trained in disability, a situation that could be corrected by expanding the role of special education in general education teacher training. Neurodivergent people could receive greater support for intersecting identities, and vigilance against violence by staff might be increased. In addition, most autistic and neurodivergent people – again, including the present author – are not exposed to ideas of disability pride or neurodiversity in school settings, nor are they introduced to the history of disability communities or to disabled role models. Exposing neurodivergent children to these ideas could foster positive identity development and self-acceptance.

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