This essay is structured into two main sections, each delving into distinct aspects of inclusive education. The first section explores the evolution of inclusive education, offering definitions of key concepts while analyzing how curriculum design can foster inclusive practices in classrooms. Four primary strategies are dissected: enhancement of oral skills, meticulous evaluation of individual student's needs, implementing of structured teaching and learning methodologies, and holistic modifications in the education system. The assertion is that a truly inclusive education system benefits not only all students but also educators themselves. The second section focuses on the practical application of these inclusive strategies for a specific demographic: children with ASD in the UK. Here, the discourse delves into understanding their unique characteristics——social and communication impairments, circumscribed and repetitive interests and behaviours, and sensory abnormalities. The essay concludes with a close look at two key measures to facilitate classroom participation: training teachers and early intervention.

Runlin Gao. Promoting Students' Classroom Participation in the Context of Inclusive Education: A Case Study of Students with Autism. International Journal of New Developments in Education (2023) Vol. 5, Issue 15: 5-14. https://doi.org/10.25236/IJNDE.2023.051502.

[1] United Nations Educational, Scientific and Cultural Organization. The Salamanca Statement and Framework for Action on Special Needs Education, World Conference on Special Needs [M]. Paris: UNESCO, 1994.

[2] Council for Disabled Children. Inclusion Policy [EB/OL]. National Children's Bureau, 2008 [2023-06-29]. www.ncb.org.uk/cdc.

[3] Cline T, Frederickson N. Special educational needs, inclusion and diversity [M]. London: McGraw-Hill Education, 2015.

[4] Department of Education for Northern Ireland. Every School a Good School: the way forward for special educational needs and inclusion[S]. Bangor: DENI, 2009.

[5] Ware J. Changing policy, legislation and its effects on inclusive and special education: a perspective from Wales [J]. British Journal of Special Education, 2014, 41(4): 344-362.

[6] Welsh Government. White Paper: legislative proposals for additional learning Needs [EB/OL]. Welsh Government, 2014 [2023-06-29]. http://wales.gov.uk/consultations/education/proposals-for-additional learning-needs-white-paper/?lang=en.

[7] Department of Education and Science. The Education Reform Act 1988: The School Curriculum and Assessment (Circular 5/89)[S]. London: Department of Education and Science, 1989.

[8] Gickling E E, Havertape J F. Curriculum based assessment[M]// Tucker J A. Non-Test Based Assessment: A Training Module. Minneapolis: National School Psychology Inservice Training Network, University of Minnesota, 1981: 19-46.

[9] Howes A. Teaching reforms and the impact of paid adult support on participation and learning in mainstream schools[J]. Support for Learning, 2003, 18(4): 147-153.

[10] Hancock R, Hall T, Cable C, et al. ‘They call me wonder woman’: the job jurisdictions and work‐related learning of higher level teaching assistants[J]. Cambridge Journal of Education, 2010, 40(2): 97-112.

[11] Farrell P, Alborz A, Howes A, et al. The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: A review of the literature[J]. Educational Review, 2010, 62(4): 435-448.

[12] Shanahan T, Macarthur C A, Graham S, et al. Relations among oral language, reading, and writing development[M]// Macarthur C, Graham S, Fitzgerald J. Handbook of writing research. New York, NY: Guildford, 2006: 171-186.

[13] Clarke P J, Snowling M J, Truelove E, et al. Ameliorating children’s reading-comprehension difficulties: A randomized controlled trial[J]. Psychological Science, 2010, 21(8): 1106-1116.

[14] Burgoyne K, Gardner R, Whiteley H, et al. Evaluation of a parent‐delivered early language enrichment programme: Evidence from a randomised controlled trial [J]. Journal of Child Psychology and Psychiatry, 2018, 59(5): 545-555.

[15] Suskind D L, Leffel K R, Graf E, et al. A parent-directed language intervention for children of low socioeconomic status: A randomized controlled pilot study[J]. Journal of Child Language, 2016, 43(2): 366-406.

[16] Albers C A, Glover T A, Kratochwill T R. Introduction to the special issue: How can universal screening enhance educational and mental health outcomes? [J]. Journal of School Psychology, 2007, 45(2): 113–116.

[17] Guralnick M J. Why early intervention works: A systems perspective[J]. Infants and Young Children, 2011, 24(1): 6.

[18] Manset G, Semmel M I. Are inclusive programs for students with mild disabilities effective? A comparative review of model programs [J]. The Journal of Special Education, 1997, 31(2): 155-180.

[19] Dyson A. Special educational needs and the concept of change[J]. Oxford Review of Education, 1990, 16(1): 55-66.

[20] Ainscow M. Education for all: making it happen[J]. Support For Learning, 1995, 10(4): 147-155.

[21] Ruijs N M, Van Der Veen I, Peetsma T T D. Inclusive education and students without special educational needs [J]. Educational Research, 2010, 52(4): 351-390.

[22] Cross L., Walker-Knight D. Inclusion: Developing Collaborative and Cooperative School Communities [J]. The Educational Forum, 1997, 61(3): 269-277.

[23] DfE/DOH. SEND Code of Practice [EB/OL]. GOV.UK, 2014 [2023-06-29]. https://www.gov.uk/ government/ publications/send-code-of-practice-0-to-25.

[24] Frederickson N, Simmonds E, Evans L, et al. Assessing the social and affective outcomes of inclusion[J]. British Journal of Special Education, 2007, 34(2): 105-115.

[25] Hattie J. Visible learning: A synthesis of over 800 meta-analyses relating to achievement[M]. London: Routledge, 2009.

[26] Johnson D W, Johnson R T. Promoting motivation and achievement: The effects of cooperative, competitive, and individualistic goal structures[J]. Journal of Applied Social Psychology, 2014, 44: 622–633.

[27] Nind M, Wearmouth J, Collins J, et al. A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches[M]//  Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, 2004.

[28] Spencer V G. Peer tutoring and students with emotional or behavioral disorders: A review of the literature [J]. Behavioral Disorders, 2006, 31(2): 204-222.

[29] Mallon F. Peer and cross-age tutoring and mentoring schemes[M]// Daniels H. Special Education Reformed. London: Routledge, 2000: 214-232.

[30] Ronald A, Hoekstra R A. Autism spectrum disorders and autistic traits: a decade of new twin studies [J]. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 2011, 156(3): 255-274.

[31] Elsabbagh M, Divan G, Koh Y J, et al. Global prevalence of autism and other pervasive developmental disorders[J]. Autism Research, 2012, 5(3): 160-179.

[32] National Institute for Health and Care Excellence. Autism diagnosis in children and young people: Recognition, referral and diagnosis of children and young people on the autism spectrum. NICE clinical guideline 128[EB/OL]. NICE, 2011 [2023-06-29]. www.guidance.nice.org.uk/cg128Autism.

[33] Russell G, Ford T, Steer C, et al. Identification of children with the same level of impairment as children on the autistic spectrum, and analysis of their service use[J]. Journal of Child Psychology and Psychiatry, 2010, 51(6): 643-651.

[34] Falkmer T, Anderson K, Falkmer M, et al. Diagnostic procedures in autism spectrum disorders: a systematic literature review[J]. European Child & Adolescent Psychiatry, 2013, 22: 329-340.

[35] American Psychiatric Association D, American Psychiatric A. Diagnostic and statistical manual of mental disorders: DSM-5[M]. Washington, DC: American Psychiatric Association, 2013.

[36] Baron-Cohen S, Leslie A M, Frith U. Does the autistic child have a “theory of mind”?[J]. Cognition, 1985, 21(1): 37-46.

[37] Braüner T. Hybrid-logical reasoning in the Smarties and Sally-Anne tasks[J]. Journal of Logic, Language and Information, 2014, 23: 415-439.

[38] Hill E L. Evaluating the theory of executive dysfunction in autism[J]. Developmental Review, 2004, 24(2): 189-233.

[39] Frith U. Autism: Explaining the enigma[M]. Oxford: Blackwell Publishing, 2003.

[40] Pellicano E. Sensory symptoms in autism: A blooming, buzzing confusion?[J]. Child Development Perspectives, 2013, 7(3): 143-148.

[41] Schroeder J H, Cappadocia M C, Bebko J M, et al. Shedding light on a pervasive problem: A review of research on bullying experiences among children with autism spectrum disorders[J]. Journal of Autism and Developmental Disorders, 2014, 44: 1520-1534.

[42] Rowley E, Chandler S, Baird G, et al. The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement [J]. Research in Autism Spectrum Disorders, 2012, 6(3): 1126-1134.

[43] Frederickson N, Miller A, Cline T. Educational Psychology [M]. London: Hodder Arnold, 2008.

[44] de Bruin C L, Deppeler J M, Moore D W, et al. Public school–based interventions for adolescents and young adults with an autism spectrum disorder: A meta-analysis[J]. Review of Educational Research, 2013, 83(4): 521-550.

[45] Jones G, English A, Guldberg K, et al. Educational Provision for Children and Young People on the Autism Spectrum Living in England: a review of current practice, issues and challenges[M]. London: Autism Education Trust, 2008.

[46] Jones G, Baker L, English A, et al. AET National Autism Standards for Schools and Educational Settings. London, Autism Education Trust [EB/OL]. Autism Education Trust's, 2012 [2023-06-29]. http://www.aettraininghubs.org.uk/schools/national-autism-standards/.

[47] Fleury V P, Thompson J L, Wong C. Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder[J]. Behavior Modification, 2015, 39(1): 69-97.

[48] Lovaas O I. Behavioural treatment and normal intellectual and educational functioning in autistic children [J]. Journal of Consulting and Clinical Psychology, 1987, 55: 3-9.

[49] Kaufman B N. Son-rise: The miracle continues [M]. Tiburon, CA: Kramer, 1994.