The ‘best of both worlds’? Perspectives on ‘inclusion’ from autistic pupils in a primary school resourced provision

Autism Bases, as part of Special Educational Needs and Disability (SEND) resourced provisions (RP), offer a hybrid model of inclusive education, combining specialist support with access to mainstream classrooms. While such provisions are widespread, few studies capture the voices of autistic pupils navigating these dual settings. This small‐scale, practitioner‐led study explores how autistic children experience inclusion while dividing their time between an autism‐specific Base and mainstream classes. Informed by the Mosaic Approach (Clark & Moss, 2001), the research used multimodal methods, facilitated discussions, writing, sorting activities, and photovoice to elicit the perspectives of 16 autistic pupils (ages 7–11) in an English primary school.