The issue of mainstreaming students with autism into general education settings
has become a major source of controversy. Many educators view mainstreaming as
beneficial for students with autism, as it allows them access to neurotypical peers
who can serve as role models for acceptable social behavior and it teaches their
neurotypical peers to be receptive to those who are different from them. In
contrast, others believe that mainstreaming will cause students with autism to be
socially excluded given their atypical behavior and they will lose out on the
necessary individualized instruction they would receive in a special education
classroom. The benefits and drawbacks to inclusion will be discussed in this paper.
The paper will also address the ethical considerations regarding the role of regular
education teachers in accommodating students with autism in general education
settings and proposed classroom modifications. The paper will conclude with a
discussion of the need for further research.