AUTISM AND THE CLASSROOM DILEMMA

Some teachers describe inclusion

as rewarding, teaching patience and acceptance to all students

Should children with autism be fully integrated into mainstream classrooms? It’s a question dividing parents, educators and specialists across the country. While many families advocate for inclusion, others believe mainstream schools are not yet equipped to support their children’s needs.

For parents like Alia, whose 9-year-old son has autism, inclusion is essential. “My son communicates better and feels more confident when he is with other children,” she said. “Segregation limits his potential.”

Dr Naeema, a mother of an 11-year-old, echoed the sentiment: “In a normal school, my child has learned to solve problems, interact with others and present himself confidently.”

But not all share this view. Fahad, a father of a 7-year-old girl, believes his daughter needs specialised support.

“A regular classroom cannot provide the therapy and calm environment she requires. Without that, she suffers — and so do her teachers.” For these families, specialised schools — with therapies, small classes and trained staff — remain the safest choice.

Teachers are similarly divided. Some describe inclusion as rewarding, teaching patience and acceptance to all students. Others say large class sizes and a lack of resources make it difficult to give children with autism the attention they need. “I want to help,” admitted one teacher, “but with 30 students in the room, it becomes overwhelming without support staff.”

Experts caution against framing the issue as a simple yes or no. Child development specialist Dallas al Badi stressed: “Inclusion only works if the environment is prepared — trained teachers, therapies and individual plans. Otherwise, the child may be physically present but educationally excluded.”

Specialists agree that each child is different: some thrive in mainstream schools with support, while others progress better in specialised environments. Advocates insist that inclusive classrooms reduce stigma and build empathy, while critics warn that without resources, inclusion risks failing everyone involved.

With government initiatives underway to build special centres and gradually integrate children into schools, progress is being made. As one teacher summed it up: “Inclusion is not just about where a child sits — it’s about whether they can succeed.”