Summary and propositions

Despite a rapid expansion in autism research globally, effectively supporting students on the autism spectrum in school contexts continues to be challenging. The need for evidence-based practices that can be implemented and adjusted to meet the needs of a range of whole-school and classroom contexts is essential to meeting the needs of this group of students in inclusive contexts. There is a need to support teachers and specialists such as special education teachers, allied health professionals, and counsellors who work in schools as a contextual reference for the range of innovative evidence-based practices available for implementation in school settings. This chapter provides key information as a series of propositions and highlights implications for future professional learning and practice.