Comparing Mathematics Abilities of Children with Autism in Middle School Self-Contained Setting and Inclusive Setting

The question of autism and placement in general education is a rising one. This research examines if there is a significant difference of mathematical ability of students with autism in middle school between self-contained and inclusive settings. This study is a literature review of recent articles in the areas of autism, mathematics, inclusion, self-contained, and middle school. This paper also includes mathematical EOG scores of students with autism in North Carolina. All information was found using electronic databases, such as ERIC and Education Research Complete, and the website for North Carolina Public Schools. Further research needs to be completed in order to come to a concrete decision, as there is not much research that clearly defines which setting is the most appropriate for mathematics abilities at a middle school level