Inclusive education has emerged as the primary strategy to ensure equitable access to high-quality education for children with autism spectrum disorder (ASD). This paper is a systematic review, doing a comparative study of the effectiveness of inclusive pedagogical practices in the worldwide context and the Indian educational system in particular. The researcher used the systematic review PRISMA 2020 guidelines to help us find, review and select peer-reviewed articles, policy documents, and international reports published between 2010 and 2025. The study shows that the methods that are supported by research, like structured teaching (TEACCH), Applied Behavior Analysis (ABA), use of visual aids, individual educational programs, and the use of assistive technology, are very effective in improving educational, behavioral and social skills of autistic individuals worldwide. However, in India, even though there are laws like Rights of Persons with Disabilities Act (2016) and the National Education Policy (2020), that are very supportive of inclusive education, there are still various reasons why it is not fully being done, like lack of teacher training, poor infrastructural facilities, and socio-cultural barriers. The research points out that it is very important to make global practices compatible with Indian situations and that there is need to increase teacher skills, and use of technology and also have follow-up systems. This paper helps to connect global research and local implementation and makes suggestions to both policy, practice and research.