This article will focus on how to include students with autism in mainstream schools effectively. I draw on the anecdotal evidence shared by Temple Grandin in her autobiography, Thinking in Pictures: My Life with Autism. In the text, Grandin argues for: (1) the inclusion of students’ fixations in the classroom, (2) the benefits of social interaction between students with autism and typically developing students, (3) the maintenance of structured activities, and (4) the importance of supportive college professors. I contend that while Thinking in Pictures proposes ideas for successful inclusion, it does not include a sufficient amount of research to support its arguments. That said, others in the field of education support and extend Grandin’s claims.
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Fama, Julia. "Thinking Inclusion: Analysis of Grandin’s Strategies for Including Students with Autism in the Classroom." Sacred Heart University Scholar, vol. 2, no.1, 2018, https://digitalcommons.sacredheart.edu/shuscholar/vol2/iss1/3