deficiencies of their full inclusion program, while permitting them to interact with nonhandicapped students to the greatest extent possible...”(Dorsi pg.3) Interacting with students who have no handicap is an important interaction for autistic children so they don’t feel left out, or to be different than other children. Interacting with other children helps autistic children learn how to associate with people without autism, and they also learn from them. The main importance is preparing all persons with autism for successful functioning within society. Each person with autism should be taught with the goal of successful functioning with as few restrictions as possible. (Dorsi pg.4) The decision to include children with autism into fully integrated schools must be made consistent with the least restrictive environment as a principle. None of the children with autism should necessarily be denied access to meaningful educational activities. (Dorsi pg.4) The decisions of placement for autistics also require that students be capable of meaningful learning and functioning within the selected settings and placements. If full inclusion is to be offered, then the children with autism should be able to succeed in fully integrated environments. (Dorsi pg.2) Some of the training necessary for the population if mainstreaming is to become a reality. Some of the training is for the children to be able to comply with requests, follow directions, skills such as using tools, sorting objects, and matching samples. No one approach is effective, but some how the autistic children should be taught to do these “projects” before they are to be put into full inclusion. If the child is unable to do these, then they are going to be unable to work in an environment where they are told to do something, and they are then expected to have it done by a certain time. They may not totally understand what they are expected to do, an...
