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Ashburner, J., Vickerstaff, S., Beetge, J., & Copley, J. (2019). Remote versus Face-to-Face Delivery of Early Intervention Programs for Children with Autism Spectrum Disorders: Perceptions of Rural Families and Service Providers. Research in Autism Spectrum Disorders, 64, 23-34.
https://doi.org/10.1016/j.rasd.2015.11.011

has been cited by the following article:

• TITLE: Autism Acceptance, Peer Belonging, and Mental Health in U.S. High Schools

  AUTHORS: Prince Oduro, Benjamin Kwame Asamoah, Asma Khan

  KEYWORDS: Autism Acceptance, Peer Belonging, Mental Health, Inclusive Education, High Schools

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.10, October 28, 2025

  ABSTRACT: This study explores the relationship between autism acceptance, peer belonging, and mental health among autistic students in U.S. high schools. Despite growing advocacy for neurodiversity, autistic students continue to face stigma, isolation, and mental health challenges within school settings. Drawing on the social model of disability and the neurodiversity paradigm, this conceptual review synthesizes research from education, psychology, and disability studies to examine how peer attitudes, school policies, and inclusion practices shape autistic students’ experiences. The study highlights gaps in current practice, identifies promising interventions such as peer mentoring and Universal Design for Learning, and considers policy implications under IDEA and ADA frameworks. The findings suggest that fostering autism acceptance in schools is critical for improving peer belonging and mental health outcomes.