Basic Education and the Integration of Autistic Children

Inclusive education for autistic children has been widely recognized as a global policy framework that promotes human dignity and educational equity. However, in practice particularly within small-sized schools the implementation of inclusive education remains constrained by limitations in personnel, resources and administrative structures. This article aims to propose a conceptual framework for understanding the integration of autistic children in basic education by synthesizing lessons learned from countries with successful practices and linking them to the real constraints faced by small schools. The synthesis reveals that effective integration does not primarily depend on increasing specialized resources, but rather on the school system’s capacity to provide timely support without reliance on centralized approval processes. This article therefore serves as a conceptual introduction that lays the groundwork for future empirical research and the development of practical models suited to the realities of small schools.