SOCIAL INCLUSION OF CHILDREN DIAGNOSED WITHAUTISM SPECTRUM DISORDER IN INDIA: A LITERATURE REVIEW

Authors

  • Malvika Samnani Doctorate Scholar, IILM University, Gurgaon, Haryana, India
  • Sujata Shahi Professor and Head, Department of Psychology, IILM University, Gurgaon, Haryana, India
  • Manish Samnani Head of Occupational Therapy and Clinical Director, SOCH Centre for Children with Special Needs, Gurgaon, Haryana, India
  • Kanika Nanda Psychologist, SOCH Centre for Children with Special Needs, Gurgaon, Haryana, India
  • Mansi Srivastava Research Assistant, SOCH Centre for Children with Special Needs, Gurgaon, Haryana, India
  • Pooja Singh Head of Occupational Therapy and Founder, Aarambh Centre for Special Needs, Varanasi, Uttar Pradesh, India

DOI:

https://doi.org/10.46827/ejse.v7i4.4024

Keywords:

social inclusion, children diagnosed with autism spectrum disorder, India

Abstract

Autism Spectrum Disorder is a neurodevelopmental disorder defined by insufficiency in social communication and social interaction skills and restricted and repetitive patterns of behavior. The aim of this research was to analyze empirical studies on inclusion of children with Autism in India over the past 20 years and then propose recommendations for future research. A systematic process was used to conduct the review which included identifying the data source, assessing the quality of our studies, and drawing analysis of our findings. The result included different stakeholder’s perspectives which were parents and teachers. 

 

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Author Biographies

  • Malvika Samnani, Doctorate Scholar, IILM University, Gurgaon, Haryana, India
    Malvika Samnani, Doctorate Scholar, IILM University, Gurgaon, India is an Occupational Therapist and runs a centre for children with special needs “SOCH” in Gurgaon. The author has been working for the inclusion and social skills of children with Autism for 15 years. She has been trained through various post professional programs and certifications including Program for the Education and Enrichment of Relational Skills. (PEERS).
  • Sujata Shahi, Professor and Head, Department of Psychology, IILM University, Gurgaon, Haryana, India
    Sujata Shahi, Professor and Head, Department of Psychology at IILM University, Gurgaon, Haryana, India has a doctorate in psychology, and a post graduate diploma in Journalism. She is Lead faculty. She is principal of the college of psychology and guide to the doctorate scholars.
  • Manish Samnani, Head of Occupational Therapy and Clinical Director, SOCH Centre for Children with Special Needs, Gurgaon, Haryana, India
    Manish Samnani, Head of Occupational Therapy and Clinical Director SOCH centre for special needs, Gurgaon, Haryana, India is pursuing doctorate in Occupational Therapy from Maharaj Vinayak Global University, Jaipur, India.
  • Kanika Nanda, Psychologist, SOCH Centre for Children with Special Needs, Gurgaon, Haryana, India
    Kanika Nanda is a psychologist at SOCH, centre for children with special needs. The co-author is pursuing post-graduation in Clinical Psychology at Amity University, Gurugram, Haryana, India. She is a graduate in applied psychology and has a Post-Graduation Diploma in Counselling Psychology.
  • Mansi Srivastava, Research Assistant, SOCH Centre for Children with Special Needs, Gurgaon, Haryana, India
    Mansi Srivastava, Research Assistant at SOCH centre for children with special needs. The co-author is a post-graduate in psychology.
  • Pooja Singh, Head of Occupational Therapy and Founder, Aarambh Centre for Special Needs, Varanasi, Uttar Pradesh, India
    Pooja Singh, Head of Occupational Therapy and Founder of Aarambh Centre for Special Needs, Varanasi (Uttar Pradesh), India. The co-author is a postgraduate in Occupational Therapy.

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Published

2021-11-18

Issue

Vol. 7 No. 4 (2021)

Section

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