The kinds of inclusive opportunities which can be provided at a public school setting are limitless. It is possible to tailor the whole inclusive experience to a particular kid’s needs and preferences. In the case a youngster enjoys art and music, and attends well in these activities, they might be made part of these special subjects. If kids need more personalized instruction for pre-academic activities or academic activities, then they can get individual instruction for these activities apart from the inclusive experience. Likewise, if an older child with autism likes cooking, then he or she may be made part of activities that involve cooking with usual peers. Such chances are often not available in segregated environments.
The resources which a community-based placement have, are also generally extensive compared to those available at a private school. Several educators having extensive expertise and knowledge are available. Special education teachers may have come across learners having a wide range of presenting issues and learning styles. Usually, learners have access to several commercially-available curricular materials, in every area of instructional emphasis. Besides, related service providers are usually available onsite, to give ancillary services like autism aba therapy, speech therapy, physical therapy, and occupational therapy.
The most essential available resource is perhaps peers. Peer buddy and peer training programs can help equip peers with skills they require to interact with those who have Autism Spectrum Disorders, and a large number of available peers boost the chance that motivated and interested peers can perform mentor roles.
One more benefit of a big social setting is that identifying people with similar interests is usually easier. It is generally easier to find a different student, who may have an interest in toys or similar subjects, in a bigger social network. A small school may not have any other student interested in electrical wiring, the solar system, or presidential trivia. However, in a big school, finding a motivated and like-minded student is more likely, and it is possible to foster a social relationship between students having similar interests. This can greatly reduce the isolation students with ASDs often experience, and can be an extremely effective bridge into friendships.