Abstract: This study explores the strengths of inclusive classrooms in supporting the development of students with autism spectrum disorder (ASD). Drawing upon a systematic review of existing literature, the study examines four key findings: social integration and relationship building, reduction in stigma and stereotypes, academic and cognitive benefits, and effective teacher practices and support systems. Through analysis of real-world data from reputable sources, the study elucidates how inclusive classrooms offer students with autism opportunities for social interaction, peer acceptance, and cognitive growth. Furthermore, it highlights the role of educators in fostering inclusive environments through ongoing professional development, collaborative partnerships, and evidence-based interventions. The findings underscore the significant benefits of inclusive education for students with autism, advocating for a holistic approach that prioritizes social integration, academic achievement, and personal growth. Lastly, this study contributes to the growing body of research supporting the efficacy of inclusive classrooms in promoting the well-being and success of students with autism spectrum disorder. Keywords: Inclusive education, Autism spectrum disorder, Social integration, Academic achievement, Teacher practices