Abstract
The number of autistic students educated in general education classrooms in the United States has increased over recent decades. To ensure meaningful participation and learning for this population, there is a critical need to identify evidence-based, inclusive practices. Through systematic review, the authors examine characteristics and methodological rigor of the current research base on inclusive practices for elementary school-aged autistic students. Findings highlight the dearth of research on evidence-based practices for fostering inclusion of elementary-aged autistic students in general education. Consistent with previous findings, the methodological rigor across studies varies greatly. Future research is needed defining inclusion, identifying evidence-based practices, and determining how to effectively implement evidence-based practices.