How do autistic adolescents define and understand educational inclusion?

This study explored how autistic adolescents in Ireland understand and define educational inclusion, aiming to gather their perspectives on supportive practices and provide practical recommendations for fostering inclusive educational environments. Eighteen autistic adolescents aged 13-18 from Ireland participated in semi-structured interviews. Data was analysed using reflexive thematic analysis. Four main themes were identified: (1) Preconceptions that lead to misconceptions, (2) Being supported, (3) Belonging in the group, and (4) Systemic barriers. Participants emphasised the importance of being understood, having meaningful friendships, and receiving individualised support. They highlighted the need for flexible school structures and the elimination of stigma associated with autism. Specific recommendations made by participants to foster inclusive practices are provided. Effective inclusion requires tailored support, meaningful participation, a sense of belonging and systemic changes to reduce stigma and promote understanding. Schools should involve autistic students in decision-making processes and provide safe, supportive environments that promote positive interactions and reduce barriers to inclusion.