Inclusion vs. Self-Contained Education: Familial Attitudes Toward Education Models for Autistic Children As Influenced By Cultural Background and Socio-Economic Status

Individuals on the Autism spectrum have often had difficulty finding their place within the modern education system. And while there are a variety of placement options available to school-age Autistic students, the experiences of this population can vary depending on numerous factors. According to Gindi (2019), these contributing factors can include socioeconomic status and cultural background, especially as one faces the long-time debate regarding the efficacy of mainstream versus self-contained education for Autistic students. This debate regarding whether Autistic students with heightened needs should be in a mainstream or self-contained classroom continues to this day, and as a result it affects how much progress these students are able to achieve. Through the use of surveys addressing parents of Autistic students, this paper will strive to clarify whether family socioeconomic status and cultural background are indicators of mainstream or self-contained classroom preference and the influence of these factors in placement decisions.