What does this research mean for the field?

Positive inclusion for autistic students in general secondary schools is fundamentally relationally constructed, with peer acceptance and parental emotional support being the strongest predictors of a positive educational experience. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine the factors and relational influences that contribute to perceived positive inclusion in general secondary schools from the perspectives of autistic adults.

August 30, 2026International Journal of Inclusive Education

What contributes to positive inclusion in general secondary schools? Autistic individuals’ perspectives

View Full Paper

Ask AI

Bookmark

Authors

MZMati Zakai-Mashiach

Discussion

Member takes

Overview

Retrospective survey study reveals peer and parental support drive positive inclusion for autistic students, highlighting the primary role of relational factors in secondary education.

Key Points

To examine the factors and relational influences that contribute to perceived positive inclusion in general secondary schools from the perspectives of autistic adults.
Analyzed retrospective survey data from 57 autistic adults (35 men, 22 women) using a strengths-based ecological framework.
Evaluated the perceived influence of teachers, personal aides, parents, and peers on secondary school experiences using descriptive statistics and multiple linear regression.
The multiple linear regression model was statistically significant and accounted for 40% of the variance in positive school inclusion (R² = .40).
Perceived peer influence was the strongest predictor of positive inclusion (β = .35, p < .001), followed by parental influence (β = .29, p = .003).
Positive inclusion across domains was characterized by emotional support, acceptance, autism-informed understanding, and recognition of personal competence and strengths.

Cite This Study

Mati Zakai-Mashiach (2026) studied this question.

synapsesocial.com/papers/6a93f1056c1a8fb52e79d974 https://doi.org/10.1080/13603116.2026.2725094

View Full Paper

Ask AI

Bookmark

August 30, 2026International Journal of Inclusive Education

What contributes to positive inclusion in general secondary schools? Autistic individuals’ perspectives

View Full Paper

Ask AI

Bookmark

Authors

MZMati Zakai-Mashiach

Discussion

Member takes

Overview

Retrospective survey study reveals peer and parental support drive positive inclusion for autistic students, highlighting the primary role of relational factors in secondary education.

Key Points

To examine the factors and relational influences that contribute to perceived positive inclusion in general secondary schools from the perspectives of autistic adults.
Analyzed retrospective survey data from 57 autistic adults (35 men, 22 women) using a strengths-based ecological framework.
Evaluated the perceived influence of teachers, personal aides, parents, and peers on secondary school experiences using descriptive statistics and multiple linear regression.
The multiple linear regression model was statistically significant and accounted for 40% of the variance in positive school inclusion (R² = .40).
Perceived peer influence was the strongest predictor of positive inclusion (β = .35, p < .001), followed by parental influence (β = .29, p = .003).
Positive inclusion across domains was characterized by emotional support, acceptance, autism-informed understanding, and recognition of personal competence and strengths.

Cite This Study

Mati Zakai-Mashiach (2026) studied this question.

synapsesocial.com/papers/6a93f1056c1a8fb52e79d974 https://doi.org/10.1080/13603116.2026.2725094

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

View Full Paper

Ask AI

Bookmark