Affiliation:
1. University of Thessaly, Greece
2. National and Kapodistrian University of Athens, Greece
3. University of Birmingham, UK
Abstract
The aim of the present chapter is to argue that educational strategies are not adequate on their own to promote inclusion for autistic individuals, because this holds only the individual responsible for their inclusion with no onus on the settings or other people involved; as a result, autistic individuals are facing challenges at school and in society throughout their lifespan. Therefore, for inclusion to be enacted, a change of attitudes, perceptions, and stereotypes about the education and development of autistic individuals considering a biopsychosocial bioecological model of disability is deemed critical. This chapter aims to discuss current conceptualization of autism, traditional models of disability in relation to autism and present an overarching framework that sheds light on overcoming existing tensions and challenges in the inclusion of autistic individuals as well as make suggestions for moving forward in promoting inclusion in the autism field.