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Included interventions targeted at least one level of the school environment: the autistic children, the peers, the staff, and/or\nthe physical environment, and assessed autistic pupils’ quantity and/or quality of social participation as outcome measures. \n\nFindings from 56 studies showed increased accessibility of school activities to autistic pupils, but the reciprocity and friendship between the autistic pupils and the peers were not necessarily improved. Moreover, limited interventions were available for modifying the physical environment. A more holistic strategy that moves the focus from individual children’s social skills to the larger context surrounding children, should be considered for a better inclusion of autistic children in school routine."},"dsDescriptionDate":{"typeName":"dsDescriptionDate","multiple":false,"typeClass":"primitive","value":"2024"}}]},{"typeName":"subject","multiple":true,"typeClass":"controlledVocabulary","value":["Social Sciences"]},{"typeName":"keyword","multiple":true,"typeClass":"compound","value":[{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"school-based Intervention"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"social inclusion"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"mainstream schools"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"autism"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"systematic review"}}]},{"typeName":"publication","multiple":true,"typeClass":"compound","value":[{"publicationCitation":{"typeName":"publicationCitation","multiple":false,"typeClass":"primitive","value":"Tsou, YT., Kovács, L.V., Louloumari, A. et al. 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