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Plymouth Institute of Education Open Journal

Abstract

Autism Spectrum Disorder (ASD) is a developmental disability that causes social difficulties such as making and maintaining friendships and sensory difficulties that cause distress triggered by light, sound or smell stimuli that significantly impact daily life. Roughly 1 in every 100 children are diagnosed with ASD (NHS Inform, 2023). However, females are notably less likely to receive a formal diagnosis than males, which leads to higher rates of poor mental health and lack of self-acceptance. Females with ASD are likely not to receive their diagnosis or support for their difficulties until late teens or early adulthood. Those diagnosed with ASD are also likely to experience comorbid mental health illnesses throughout their lives. Through a systematic literature review this article draws on research that explored the experiences of children with ASD and questioned the effectiveness in achieving inclusion for those with ASD within mainstream education. Findings highlight gender inequality within diagnosis and intervention, and how this impacts the effectiveness of existing provision for the inclusion of girls with ASD in education.

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