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Introduction

Supporting students with autism spectrum disorders (ASD) in inclusive educational settings is a challenging yet essential task for educators and professionals in the field of special education. In recent years, there has been increasing recognition of the importance of providing appropriate support for students with ASD to ensure their academic success and social inclusion in mainstream classrooms. However, there is still a lack of comprehensive strategies and interventions to effectively address the unique needs of students with ASD in inclusive settings.

This thesis aims to explore strategies for supporting students with autism spectrum disorders in inclusive settings. By examining the current literature, identifying best practices, and conducting original research, this study seeks to contribute to the growing body of knowledge on effective ways to support students with ASD in inclusive educational environments.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of autism spectrum disorders
2.2 Inclusive education and students with ASD
2.3 Best practices for supporting students with ASD in inclusive settings
2.4 Challenges and barriers to inclusion for students with ASD
2.5 Communication strategies for students with ASD
2.6 Social skills development for students with ASD
2.7 Classroom accommodations and modifications for students with ASD
2.8 Professional development for educators working with students with ASD
2.9 Family involvement in supporting students with ASD
2.10 Collaboration between professionals in supporting students with ASD

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Data interpretation
3.8 Limitations of the study

Chapter 4: Discussion of Findings
4.1 Overview of the study
4.2 Key findings related to supporting students with ASD in inclusive settings
4.3 Implications for practice
4.4 Recommendations for future research
4.5 Conclusions

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions of the study
5.3 Implications for theory and practice
5.4 Recommendations for educators and professionals
5.5 Conclusion

Thesis Overview: Strategies for Supporting Students with Autism Spectrum Disorders in Inclusive Settings

Students with autism spectrum disorders (ASD) face unique challenges in inclusive educational settings, requiring specialized support and interventions to ensure their academic success and social inclusion. This thesis aims to explore strategies for supporting students with ASD in inclusive settings by examining the current literature, identifying best practices, and conducting original research.

The literature review will cover key topics such as the overview of autism spectrum disorders, inclusive education and students with ASD, best practices for supporting students with ASD, challenges and barriers to inclusion, communication strategies, social skills development, classroom accommodations, professional development, and family involvement. The research methodology will detail the design, participants, data collection methods, analysis, ethical considerations, and limitations of the study.

The discussion of findings will present key results related to supporting students with ASD in inclusive settings, implications for practice, recommendations for future research, and conclusions. The conclusion and summary chapter will provide a synthesis of key findings, contributions of the study, implications for theory and practice, recommendations, and a final conclusion on strategies for supporting students with autism spectrum disorders in inclusive settings.

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