Inclusive Education and Language Learning for Children with Autism Spectrum Disorder

Abstract

The literature review focused on the inclusion of children with Autism Spectrum Disorder (ASD) in educational contexts, particularly within English language instruction. The analysis revealed that international studies highlighted both the barriers and the opportunities linked to inclusive practices. Evidence from Iran demonstrated that structural and cultural limitations often prevented children with ASD from participating in mainstream schools, confining them to specialized institutions. However, parents and headteachers expressed openness to inclusive approaches when adequate teacher training and resources were available. Other investigations emphasized the challenges of second language acquisition among children with ASD. These studies showed that, despite difficulties in communication, organization, and social interaction, ASD learners were capable of acquiring vocabulary and grammar when instruction was systematic, structured, and adapted to their strengths. Research also noted that bilingualism could enhance cognitive and linguistic abilities, placing ASD students at an advantage under appropriate pedagogical strategies.Theoretical contributions from Asperger’s early work, diagnostic frameworks such as DSM-IV and DSM-5, and Gardner’s theory of Multiple Intelligences provided conceptual tools to understand the heterogeneity of learners. These perspectives reinforced the idea that ASD students could benefit from flexible methodologies that respected their unique learning profiles. In conclusion, the review demonstrated that inclusive education for ASD children was feasible and beneficial when grounded in frameworks like Universal Design for Learning (UDL). Successful implementation depended on teacher preparation, curricular adaptation, and broader social commitment, turning inclusion into both an educational necessity and a collective responsibility.