Interactions between teachers and students with autism spectrum disorder in mainstream secondary education: Fundamental, yet under-researched

This study aimed to identify which aspects of teacher-student interactions contribute to a successful inclusion of students with autism spectrum disorder (ASD) in mainstream secondary classrooms. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Eight studies fulfilled our criteria, and we identified teacher-related and student-related themes. Most of the included studies did not focus on interactions between teachers and students with ASD, but on requirements that could influence these interactions. Teachers often seemed to infer the needs of students with ASD during their interactions, which, as we illustrate, may not always be in line with their actual needs. We discuss the implications of this gap in the literature and how to bridge this gap.