Article

Effective Educational Inclusion of Students on the Autism Spectrum

Journal of Contemporary Psychotherapy 04/2012; 41(1):19-28. DOI:10.1007/s10879-010-9156-y pp.19-28

ABSTRACT Beginning with early efforts to prepare preschool aged children with autism to join their peers in regular education classes,
there has been a continuing interest in including children with autism spectrum disorders (ASDs) in regular education classes.
A modest body of literature has explored ways to enhance the social interactions of children with ASDs and to more fully integrate
them into academic and co-curricular experiences with their peers. These efforts have shown benefits to the children with
ASDs as well as their peers in specifically defined situations. While there remains a serious lack of rigorous research in
this area and a clear need for additional study regarding the long term impact of full inclusion on both groups of children,
the existing research provides some interim strategies for professionals working with these children.

KeywordsAutism spectrum disorder–Social inclusion–Peers

0 0
 · 
1 Bookmark
 · 
31 Views
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.

Keywords

academic
 
additional study
 
autism
 
autism spectrum disorders
 
children
 
co-curricular experiences
 
existing research
 
full inclusion
 
interim strategies
 
KeywordsAutism spectrum disorder–Social inclusion–Peers
 
modest body
 
peers
 
regular education classes
 
serious lack
 
situations
 
social interactions