# Academic and social engagement outcomes of autistic students in general education classrooms: challenges with implementing inclusive practices to enhance quality of life

## TL;DR

This study explores how combining two educational models affects the academic and social engagement of autistic high school students in inclusive classrooms.

## Contribution

The study introduces a combined intervention model (SDLMI + PS) to address implementation barriers in inclusive education for autistic students.

## Key findings

- Autistic students in general education classrooms show low social engagement and high academic engagement.
- The SDLMI + PS approach had small positive effects on engagement compared to using either method alone.
- General educators faced significant barriers in implementing the combined approach.

## Abstract

Advancing inclusive supports that promote the academic and social engagement of autistic high school students is a priority. However, there is a need for comprehensive approaches that can address persistent implementation barriers. This study reports on the impact of a comprehensive intervention model that combined the Self-Determined Learning Model of Instruction and Peer Supports (SDLMI + PS). SDLMI + PS focuses on building supports for autistic high school students and their peers across general and special education.

This study reports on the impact of a comprehensive intervention model that combined the Self-Determined Learning Model of Instruction and Peer Supports (SDLMI + PS). SDLMI + PS focuses on building supports for autistic high school students and their peers across general and special education. In this study, we examined the impact of this approach on autistic students’ academic and social engagement, as well as how able general and special educators were to implement this approach.

Overall, findings suggest that autistic high school students served primarily in general education classrooms experience low levels of social engagement and high levels of academic engagement throughout an academic year. The combined SDLMI + PS approach had small impacts on social and academic engagement worthy of future research when compared to SDLMI Only or PS only. Teachers, especially general educators, however, faced implementation barriers that warrant future attention to identify implementation strategies that can enhance the adoption and sustained use of collaborative practices that advance inclusion and quality of life as key priorities in high schools.

Future directions that respect the right to self-determination and social engagement, aligned with the strengths, visions, and priorities of autistic youth, are discussed.