Students with autism spectrum disorder have been shown to benefit both academically and socially from inclusion in general education classrooms, but concerns remain about the persistence of separate special education settings around the world. Using special education program placement data from the Canadian province of Ontario and census data summarized geospatially according to school board boundaries, the purpose of this study was to describe the trend in inclusive classroom placement for students with autism spectrum disorder over a 12-year period, as well as to establish any relation between staffing of educational assistants and population density with inclusive classroom placement. Descriptive analysis revealed a notable increase in the number of students with autism spectrum disorder in inclusive placements, and a corresponding decrease in the number of elementary students in specialized placements. Correlation analysis revealed an inverse relationship between staffing of educational assistants and population density with inclusive classroom placements at the secondary level, suggesting differences in the experience of inclusive education for older students. Interpretation of the findings underscore the importance of identifying variables associated with inclusive classroom placement, and the advantages of adopting a geospatial approach are highlighted.