Inclusion of Learners with Autism Spectrum Disorders in General Education Settings

  title={Inclusion of Learners with Autism Spectrum Disorders in General Education Settings},
  author={Richard L. Simpson and Sonja R. de Boer-Ott and Brenda Smith-Myles},
  journal={Topics in Language Disorders},
A pivotal element of the Reauthorization of the Individuals with Disabilities Act in 1997 is the inclusion of children and youth with disabilities, including those with autism spectrum disorders (ASD), in general education classrooms. The challenges of including students with ASD are many because of the nature and severity of their disability. In this regard, the Autism Spectrum Disorder Inclusion Collaboration Model offers guidelines and supports that can facilitate the successful inclusion of… 

Using CBT to Assist Children with Autism Spectrum Disorders/Pervasive Developmental Disorders in the School Setting

Autism Spectrum Disorders (ASD) encompasses a wide variety of behavior. While the descriptions of students across the spectrum can differ, it is most often students with mild or moderate ASD who are

Teacher Education in Autism Spectrum Disorders: A Potential Blueprint.

With evidence indicating the increase in the diagnosis of autism, as well as the complexity of working with individuals with Autism Spectrum Disorders (ASD), providing effective teacher education and

Supporting Students With Autism Spectrum Disorders in Inclusive Settings

With ongoing collaboration among general education teachers, special education teachers, related services professionals, and parents, students with autism spectrum disorders (ASDs) can receive a

Autism Spectrum Disorders and the General Education Classroom: Strategies for Cognitive and Social Inclusion

This paper examines effective instructional strategies to develop cognitive and social skills in students with autism spectrum disorders in the general education classroom. Students with autism

Foundational Strategies for Elementary Students with Autism Spectrum Disorders

  • Jennie L. Long
  • Education
    International Journal for Innovation Education and Research
  • 2018
Throughout the literature there are discussions relevant to interventions and strategies that support elementary students diagnosed with an Autism Spectrum Disorder (ASD).  There has not been

Neuroscience-Based Approaches to Teaching Students on the Autism Spectrum

Abstract. An understanding of the relationship between emotions, cognition, and learning can provide insight into learning needs for children with autism spectrum disorder (ASD). This article

Promoting Collaboration Among Special Educators, Social Workers, and Families Impacted by Autism Spectrum Disorders

Autism spectrum disorder (ASD) affects how a child behaves and communicates in social settings. Caregivers and family members of children with ASD are financially and mentally stressed as they

Strategies for Including Students with Autism Spectrum Disorder in Mainstream Classrooms

Today, 1 in 94 children in Canada are diagnosed with autism spectrum disorder (ASD). With the growing number of students with ASD being included in mainstream classrooms, teachers are faced with the



ABA and Students with Autism Spectrum Disorders

Applied behavior analysis (ABA) is recognized as an essential and scientifically valid method of educating and managing children and youth with autism spectrum disorders. At the same time, ABA is at

An Examination of Paraprofessional Involvement in Supporting Inclusion of Students with Autism

This study was designed to monitor behaviors of three elementary-age students with autism in inclusionary settings relative to paraprofessional proximity and classroom activity. Results are presented

Autism The Teacher’s View

Frequently changing conceptualizations of autism have caused widespread confusion over its precise nature and aetiology. This study aimed to investigate teachers’ views of autism, together with their

Teaching Children with Autism

Amajor challenge for professionals working with students with autism is to provide integrated services that enhance communication and promote socialization. Helping children and youth with autism

The Utilization of Paraprofessionals in Programs for Students with Autism

Paraprofessionals have assisted teachers with the physical care and management of students with autism for nearly two centuries. The passage of the Education for All Handicapped Children Act (P.L.

A Demonstration of Behavioral Support for Young Children with Autism

Young children with autism sometimes display severe behavior problems that can cause great disruptions in family life and interfere with attempts to provide needed services. Strategies are needed to

A Model for Integrating Children with Autism

k oro-eo PUBLICATION Private, segregated schools have thus far been the principal educational setting for children with autism in Massachusetts. In response to advocates requesting less restrictive

Parents' Mainstreaming Modification Preferences for Children with Educable Mental Handicaps, Behavior Disorders, and Learning Disabilities.

Parents of children with educable mental handicaps, behavior disorders, and learning disabilities completed a questionnaire on the types and numbers of program modifications needed to persuade them

Teaching Preschool Children with Autism and Their Normally Developing Peers

A oro-ea PUBUCATION The passage of the Handicapped Children's Early Education Act (P.L. 90-538) prompted the creation of the Handicapped Children's Early Education Program in 1968. The goal of that

Treatment Issues with High-Functioning Adolescents and Adults with Autism

Following its identification by Leo Kanner in 1943, autism was viewed as an emotional handicap caused by inadequate mothering. Few questioned this assumption for several decades. This conception of