Inclusion of Students with Autism Spectrum Disorders
| Autor: | Kristi M. Probst, Stacey Jones Bock, Christy Borders |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Evidence-based practice
Multiple disabilities Knowledge level 05 social sciences 050301 education General education medicine.disease Teacher education Developmental psychology Administrative support medicine Autism 0501 psychology and cognitive sciences Psychology 0503 education Inclusion (education) 050104 developmental & child psychology |
| DOI: | 10.1108/s0270-401320160000031008 |
| Popis: | Students with Autism Spectrum Disorders (ASD) are one of the least included in the general education environment, only falling behind children with intellectual disabilities, multiple disabilities, and deaf/blindness (U.S. Department of Education, 2015). Teacher attitudes, knowledge and training of ASD, and administrative support are essential components of successful inclusive environments (Ferraioli & Harris, 2011; Harding, 2009). Researchers have also identified evidence-based practices to support students with ASD (National Autism Center, 2015; Wong et al., 2014). This chapter provides research related to inclusion of students with ASD, factors that may influence inclusion rates, and provides educators a few practices to try if they are given the opportunity to work with a student with ASD in their inclusive classroom. |
| Databáze: | OpenAIRE |
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