A teacher's primary goal is to create those conditions that promote the holistic development of all children in the classroom, including students with special educational needs. Their all-round support (socio-emotional, psychomotor, cognitive) will contribute to the maximum development and utilization of their abilities.

The inclusion of a child with ASD in the general class presupposes:

The growth of a friendly, cooperative, supportive, and accepting environment for diversity in the classroom. The general information and awareness of all the parents of the students in the class about the children with special educational needs is necessary to develop a climate of understanding and empathy, making the integration process of the students with ASD easier.

The systematic observation of the student allows us to recognize his potential, weaknesses, and interests. By observing his behavior (even his silent moments) you can initially perceive his developmental level and the "methods" he adopts to manage difficult situations. Consequently, you can get to know his personality better.

Collaboration with the student's parents, educators, and trainers is essential (child psychologist, speech therapist, occupational therapist, special educator).

Some practices that facilitate his adaptation to the classroom are:

His language proficiency, adaptability, and communication abilities are all enhanced through different forms of communication like TEACCH, PECS, and social storytelling.

Taking advantage of an organized daily routine that contains precise, concise verbal and visual directions.

The utilization of an individual work system will guide him in his participation in the various activities.

Encouraging the child's involvement in group activities enhances communication, social interaction, and cognitive development.

Creation of a place in the classroom where students can temporarily unwind and sensory discharge.

In addition, targeted engagement with digital ICT tools improves a child's social and cognitive weaknesses, promoting his independence.

The ultimate goal of all I mentioned above is cultivating its functionality and autonomy.

I quote the following bibliography as an example.

Roberts, J., & Webster, A. (2020). Including students with autism in schools: a whole school approach to improve outcomes for students with autism. International Journal of Inclusive Education, 1–18. doi:10.1080/13603116.2020.1712622

Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2013). Exploring teachers’ strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), 101–122. doi:10.1080/13603116.2012.758320

Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096. doi:10.1080/13603116.2016.1145267

Thank you for your contribution. I agree that teachers have a primary goal of fostering a classroom environment that promotes the holistic development of all children, regardless of their diverse needs. Inclusion is a powerful concept that can bring numerous benefits. When children with ASD are included in mainstream educational settings, it not only benefits them by enhancing their social, communication, and cognitive skills but also creates an atmosphere of diversity and acceptance. This inclusive approach can help break down barriers, reduce stigma, and prepare all students for a more inclusive and accepting society as they grow and learn together. On the other hand, many research studies in the field of ASD have traditionally concentrated on the challenges faced by children with ASD. While this focus is crucial for understanding and supporting individuals with ASD, it's equally important to recognize and investigate the challenges that primary teachers encounter while working with these students. Teachers play a fundamental role in the education and development of children with ASD, and understanding their unique struggles, needs, and best practices is essential to providing effective inclusive education. Balancing research efforts between the challenges of children with ASD and the challenges of their teachers can lead to more comprehensive and holistic strategies for supporting the ASD community in educational settings.