Autism Spectrum Conditions (ASC) are lifelong neurodevelopmental disorders affecting communication, social interaction, and behaviour. According to the Centers for Disease Control and Prevention (CDC), ASC rates have significantly increased over the years. As a result, educators are increasingly called upon to provide inclusive, meaningful support for students with ASC.

Creating a truly inclusive school environment goes beyond awareness. It requires coordinated efforts from educators, families, policymakers, and the wider community. In the United States, the Individuals with Disabilities Education Act (IDEA) requires schools to implement evidence-based practices to support students with disabilites—a reminder that inclusive education is not only a pedagogical priority but a legal responsibility.

However, legislation alone does not guarantee change. Blacher et al. (2014) found that individuals with ASC face specific challenges in social interaction with teachers. Without concentrated efforts to bridge communication gaps and develop inclusive teaching strategies, these students remain at risk of exclusion—both academically and emotionally.

Drawing on research as well as my own experience as a Learning Support Teacher at Canadian International School (CIS), this article explores effective educational policies and practices for supporting individuals with ASC.

Psychological Theories: Understanding the Needs of Students with ASC
To develop effective policies and practices, it is essential to understand the underlying psychological theories that explain the challenges faced by individuals with ASC.

Historically, children with autism faced significant marginalisation due to misconceptions about their condition. In the early 20th century, Swiss psychiatrist Eugen Bleuler coined the term ‘autism’ and associated it with childhood schizophrenia which led to a widespread misunderstanding of autism as psychosis (Tager-Flusberg, 1999). This conflation resulted in many individuals with ASC being placed in residential homes or psychiatric institutions.

Later in the 1940s, Leo Kanner published one of the first comprehensive accounts of autism as a distinct condition. He identified key characteristics such as social withdrawal and communication difficulties, distinguishing autism from schizophrenia (Harris, 2018). 

Despite this breakthrough, many children with autism continued to be institutionalised. Around the same period, Hans Asperger observed a group of children with similar but less severe symptoms, which later came to be known as Asperger’s Syndrome. While he strongly advocated for their inclusion in societal and educational institutions (Barahona-Corrêa and Filipe, 2016), his progressive views on autism only influenced mainstream practices much later. Written in German during a politically turbulent era, his research remained untranslated and was largely overlooked for decades.

Public understanding of autism was further set back when Bruno Bettelheim (1967) popularised the now-discredited “refrigerator mother” theory, which falsely attributed autism to maternal coldness and emotional neglect. This theory added to the stigma surrounding autism, hindering early efforts towards inclusion.

Theories of Cognitive Development and Autism
Significant progress in understanding autism was made during the 1970s and 1980s, as researchers began to develop more accurate and compassionate frameworks. Lorna Wing and Judith Gould built upon the work of Kanner and Asperger, promoting the concept of autism as a spectrum rather than a single, rigid condition. Their advocacy for greater support and inclusion helped shape a more inclusive perspective on autism.

Notably, Wing and Gould (1979) introduced the “triad of impairments” framework, which identified three core challenges for individuals with autism: difficulties in social interaction, communication, and imagination. Their pivotal epidemiological study highlighted the importance of early diagnosis and intervention, as well as the need for robust educational and social support systems to assist individuals with Autism Spectrum Conditions (ASC).

The triad of impairments can be understood through three core cognitive theories:

1. Theory of Mind (ToM) deficit: Individuals with ASC struggle with understanding the thoughts, beliefs, and intentions of others (Brewer et al., 2017). This deficit in ToM has a direct impact on their social interaction and communication impairments.
2. Theory of Weak Central Coherence (WCC): Individuals with autism tend to focus on details rather than perceiving the bigger picture. This cognitive style influences how individuals with ASC process information and interact with their environment.
3. Theory of Executive Function (EF): Individuals with autism may experience difficulties in various aspects of executive function, which can manifest in several ways, such as challenges with flexible thinking, problem-solving, and inhibitory control.

By considering these cognitive theories, educators and professionals can tailor interventions and support strategies to address the specific needs of individuals with ASC.

Creating an Inclusive Environment
At Canadian International School (CIS) Singapore, we are committed to fostering a supportive and inclusive environment for all students, including those with ASC. Through ongoing professional development, collaboration with families, and the implementation of evidence-based strategies, we strive to ensure every student feels valued and supported in their learning journey.

Leveraging Evidence-Based Approaches
We aim to create an environment where students with ASC can thrive academically, socially, and emotionally. To achieve this, we leverage upon evidence-based frameworks that support diverse learning needs. Two key models we utilise are the Universal Design for Learning (UDL) and the Autism Education Trust (AET) framework. 

UDL is an educational framework that recognises learner variability as the norm. By offering multiple means of representation, engagement, and expression, UDL ensures that all students, including those with ASC, have equitable opportunities to access content, participate in learning, and demonstrate their understanding.

The AET framework provides a comprehensive approach to educators on how to support children and young people with autism. It helps educators identify learning priorities, track progress in areas related to autism, and develop tailored strategies to meet the needs of students with ASC.

By integrating these frameworks, we can create a supportive environment that recognises and addresses the unique needs of students with ASC.

Gifted and Talented Programme: Supporting twice-exceptional learners
Research has shown that many individuals with ASC possess exceptional abilities or strengths in specific areas, such as mathematics, music, visual arts, or memory, often referred to as “islets of ability” (Shah & Frith, 1983). These areas of giftedness can serve as a foundation for building self- esteem, fostering engagement, and promoting academic success.

Our programme offers twice-exceptional students with opportunities to connect with like-minded peers, enabling them to form meaningful relationships and engage in intellectually stimulating activities. By creating a supportive environment that recognises and nurtures their unique talents, we help these students achieve their full potential while addressing their individual learning needs.

Embracing Neurodiversity for a Brighter Future
Our commitment to inclusivity is rooted in a shared vision of empowering students, families, and educators to overcome challenges and embrace neurodiversity. Together, we aim to build a learning community that celebrates the unique strengths of every individual and provides them with the tools they need to succeed. Only then can we build a brighter future where every learner can thrive.