This paper reviews the literature on full inclusion and its applicability for students with autism. It concludes that, although the goals and values underlying full inclusion are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for…

The predictive power of age and IQ at time of admission to an intensive behavioral treatment program for young children with autism were examined in a 4- to 6-year follow-up of educational placement. Results with 27 children showed that having a higher IQ at intake and being younger were both predictive of later placement in a regular education…