Table of Contents

ABSTRACT

The escalating prevalence of autism spectrum disorder (ASD) among children in the United States and across the globe has sparked apprehensions concerning educators’ preparedness in adequately nurturing these pupils. Despite the directive of the Individuals with Disabilities Education Act (IDEA) to facilitate comprehensive education, substantial research underscores the deficiency in resources that educators in mainstream settings possess to teach children with ASD. This predicament transcends geographical boundaries, evident in the surge of ASD diagnoses even in the Southern United States. To surmount this predicament, the present paper introduces the INCLUDE model—an instructional framework tailored for neophyte planners—aimed at equipping educators to adeptly guide children with ASD within inclusive classroom environments.

Keywords: Autism spectrum disorder, teacher training, inclusive education, program planning, INCLUDE model, United States