Does the learning environment ‘make the grade’? A systematic review of accommodations for children on the autism spectrum in mainstream school

Abstract

Background: The 2030 Agenda for Sustainable Development adapted by the United Nations envisions inclusive and equitable quality education. While there is a growing body of research on interventions designed to help children on the autism spectrum adapt to the school environment, accommodations to children needs have been given less attention. Objective: To synthesize the literature on accommodations in the learning environment for children on the autism spectrum (ages 5-19 years) in mainstream school, with a specific focus on the effects on functioning, educational outcomes and well-being. Methods: A systematic search was conducted. The study selection and data extraction were performed by two independent reviewers. Eligible studies were assessed according to the What Works Clearinghouse (WWC) standards. Results: The search yielded 6102 citations. Only 37 eligible studies were identified, of which 14 met the WWC standards. This inconclusive and heterogeneous body of research tentatively suggest that accommodations in the pedagogical and psychosocial leaning environment can improve performance and function in school. Conclusion and significance: Accommodations in the learning environment is a promising but understudied approach. Creative research and innovation will be needed to support policy makers and school personnel in their quest to ensure inclusive and equitable education.

Inclusive practice for students with neurodevelopmental disorders in Sweden

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Reconciling the seemingly irreconcilable: The WHO's ICF system integrates biological and psychosocial environmental determinants of autism and ADHD

“…This review concluded that while evidence is emerging of the benefits of pedagogical and psychosocial accommodations in enabling outcomes for autistic students there is a need for innovative approaches and research methods to evaluate the role of environmental accommodations in improving outcomes. [ 61 ] Bearing testament to this conclusion was the finding that no study to date has examined the role of accommodations in the physical environment in improving outcomes in autistic children. Consistently research in the field of NDDs highlights that environmental factors, particularly organizational factors [ 62 ] and people in positions of authority in education systems, [ 60 ] can play in enabling inclusion and improving outcomes for autistic youth.…”

“We believe in good jobs, fair jobs, dignifying jobs that give you a good sense of identity”: Career and job guidance counseling in autism

“…I could not spontaneously name colleagues conducting research in autism and career guidance counseling or name any prominent articles or reviews on the topic. This, despite the fact that I have worked in closely connected fields and helped generate the International Society of Autism Research (INSAR) policy brief, 4 which is based on a systematic review, and a qualitative and quantitative study (Black et al, 2019, 2020; Scott et al, 2019), as well as other neighboring issues such as mentoring programs at universities and the significance of environmental adaptation to autistic students’ needs (Leifler et al, 2020; Thompson et al, 2019, 2020).…”

“…Editorial significance of environmental adaptation to autistic students' needs (Leifler et al, 2020;Thompson et al, 2019Thompson et al, , 2020.…”