Abstract
This systematic review examines the developmental impact inclusion classrooms have on children diagnosed with Autism Spectrum Disorder (ASD). An extensive review of current literature resulted in nine articles included in this study. The common themes identified in the literature include: social interaction; teacher preparedness; impact of age on education; and individuality of education. Results indicated that the educational setting alone does not impact the development of children with ASD. Further research needs to be completed in order to fill the gap in literature regarding the cognitive developmental impact educational settings produce and determinants of the best educational setting for children with ASD.