Conclusion:

In order to effectively and efficiently educate a student with autism, educators and family members must choose the proper inclusive classroom (full-time or part-time), and then be sure that the school is providing adequate resources (Vaugh and Schumm, 1995).
Inclusion is necessary, however, if a certain student with Autism requires a more supported and structured environment, with teachers who are highly qualified and specifically trained to teach children with disabilities, then that classroom environment should be available as well.
Children with Autism tend to perceive the world much differently than the average learner, and that the everyday classroom environment may cause aversive stimulus, which in turn may be too distracting for that student.
Autism prevalence is on the rise, and it is imperative that the continuum of placement is individualized and appropriate to each student within the least restrictive environment.
In the end, it is important that student’s with Autism, and students with any other disability, be placed with appropriate inclusion over full inclusion. This allows each student’s education to be individualized to their needs and that these students are given the resources and support that they deserve in order to receive the best education that will promote that student to achieve to their highest potential.