Peer-reviewed article
Does the learning environment ‘make the grade’? A systematic review of accommodations for children on the autism spectrum in mainstream school
Emma Leifler, Gabriella Carpelan, Anastasiya Zakrevska, Sven Bölte, Ulf T. Jonsson ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examined research on how schools can adapt their learning environments to support children on the autism spectrum in mainstream classrooms. The review found only 37 eligible studies, with just 14 meeting rigorous quality standards, suggesting the field lacks strong evidence. The limited evidence tentatively indicates that changes to both the teaching methods and social environment in schools may help autistic children perform better and feel more included. The authors conclude that while environmental accommodations show promise, much more research is needed to guide schools in creating truly inclusive education.
Key points
- Only 37 studies were identified on accommodations for autistic children in mainstream schools from a search of 6102 citations
- Only 14 of the 37 studies met What Works Clearinghouse (WWC) quality standards
- Accommodations in pedagogical (teaching-related) and psychosocial (social and emotional) learning environments tentatively suggest improvements in performance, function and well-being
- The research base is heterogeneous and inconclusive, indicating limited robust evidence
- Accommodations in the learning environment are identified as a promising but understudied approach
Limitations
The review does not specify what types of accommodations were studied or provide details on the outcomes measured across studies. The conclusion that evidence is inconclusive and heterogeneous means we cannot determine which specific accommodations work best or for which children.
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: (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.