Including children with autism in general education classrooms

 

Children with autism can benefit from participation in inclusive classroom environments, and many experts assert that inclusion is a civil right and is responsible for nurturing appropriate social development. However, most children with autism require specialized supports to experience success in these educational contexts. This article provides a review of the empirical research that has addressed procedures for promoting successful inclusion of students with autism. Strategies reviewed include antecedent manipulations, delayed contingencies, self-management, peer-mediated interventions, and other approaches that have been demonstrated in the literature to be useful. The article concludes with a discussion of future research needs.

Link

Behavior Modification

Authors

  • Glen Dunlap
  • J. Harrower

Prevention Level

  • Tertiary

Audiences

  • PBS Coaches
  • Specialists
  • Teachers

System Impact

  • Individual Student

Categories

  • Developmental Disabilities
  • Elementary School