Introduction: Autism spectrum disorder is a lifelong developmental disorder characterised by significant problems in communication, social and behavioural development, and sensory integration. Children with autism spectrum disorder often face problems in the field of social inclusion; they are less likely to join groups with other children, participate less effectively in groups, have weaker communication and social interaction skills, and experience difficulties with self-regulation, which can also cause problems in other areas of life, often getting worse into adulthood. Thus, one of occupational therapy’s most important goals is social inclusion. Purpose: The purpose of this thesis is to investigate the role of occupational therapy in the social inclusion of children with autism spectrum disorders. Methods: A review of the literature was conducted based on the following inclusion criteria: quantitative and qualitative studies, literature reviews, and case studies addressing occupational therapy in the field of social inclusion of children with autism spectrum disorders published in English between 2010 and 2022. The literature search was conducted in March 2022 in the databases CINAHL, Web of Science, and PubMed. The authors repeated this search in September 2024. Results: Eleven studies were included in the literature review, including six literature reviews, two randomized control studies, one case study, one pilot study, and one qualitative study, published between 2015 and 2023. Discussion and conclusion: The area of social inclusion is important in the support of children with autism spectrum disorders. Occupational therapists seeking to improve social inclusion encourage communication and interaction with others, encourage social interaction skills, work on sensory processing and self-regulation, and involve the children's parents or guardians. To improve social inclusion, the occupational therapists included animals, virtual reality, improvisation techniques, collective attention, and peer group involvement. After treatment, children communicated more easily; their social skills and self-regulation improved, they found it easier to participate in games with peers, and their social inclusion improved.
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