Date of Award
5-2025
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Dr. James Pickle
Second Advisor
Dr. Cody Lewis
Third Advisor
Dr. Martin Lo
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
ASD, Mainstreaming, Inclusion, Special Education, Literacy Development
Abstract
I reviewed 14 studies that examined the outcomes of mainstreaming students with ASD and the effects on their literacy achievement. Three studies focused on the challenges and support needed in the classroom for students with ASD to succeed (Singh, 2019; Soto, Pooley, Cohen, & Taylor, 2012; McIntyre, Tomaszewski, Hume, & Odom, 2021). Other authors concentrated on the skills and training required for mainstream teachers to effectively support students with ASD in the general classroom (e.g., Morewood, Humphrey, & Symes, 2011). A third theme in the studies was the specific literacy support that students with ASD may need, depending on their skills and abilities (e.g., Fleury, Whalon, Gilmore, Wang, & Marks, 2021a), Although the authors recognized the importance of inclusion, challenges observed based on the child's needs were also reported (e.g., Mojoko, 2018). Two sets of researchers addressed the positive psychological outcomes for students with ASD in mainstream settings (Myers, Ladner, & Koger, 2011; Holcombe & Plunkett, 2016). Across the studies, challenges emerged that shared many similarities, although each study offered unique insights.
Recommended Citation
Piotraschke, Johnathon, "Mainstreaming Students with Autism Spectrum Disorder (ASD) and the Effects it has on Their Literacy Achievement" (2025). Culminating Projects in Special Education. 234.
https://repository.stcloudstate.edu/sped_etds/234
