Project

Behavior Supports and Instructional Strategies for Students with High-Functioning Autism in the Inclusive Elementary School Classroom

As parents, special educators, and advocates push for inclusive practices, the number of students with autism being educated in general education classroom environments is rapidly increasing. Research supports inclusive education, where students receive appropriate educational supports delivered by highly-qualified teachers. In many schools, general educators struggle to respond to the needs of students receiving specialized education services within the inclusive classrooms. This can be attributed, at least in part, to general education teacher preparation programs providing only general information regarding the education of students with disabilities. Research suggests that most general education teacher programs have no more than one class on disabilities and that coursework has limited content regarding behavior or instructional supports and strategies for students with disabilities. The Supporting My Students with Autism trifold that is the product of this project addresses the need to inform educators on how autism manifests in the elementary school classroom and provides educators research-based behavior and instructional supports with which to support the students. The goal of this project is to empower educators who have had limited educational or practical experience teaching students with autism so that they can confidently support their students and appreciate the unique attributes the students bring to the classroom.

As parents, special educators, and advocates push for inclusive practices, the number of students with autism being educated in general education classroom environments is rapidly increasing. Research supports inclusive education, where students receive appropriate educational supports delivered by highly-qualified teachers. In many schools, general educators struggle to respond to the needs of students receiving specialized education services within the inclusive classrooms. This can be attributed, at least in part, to general education teacher preparation programs providing only general information regarding the education of students with disabilities. Research suggests that most general education teacher programs have no more than one class on disabilities and that coursework has limited content regarding behavior or instructional supports and strategies for students with disabilities. The Supporting My Students with Autism trifold that is the product of this project addresses the need to inform educators on how autism manifests in the elementary school classroom and provides educators research-based behavior and instructional supports with which to support the students. The goal of this project is to empower educators who have had limited educational or practical experience teaching students with autism so that they can confidently support their students and appreciate the unique attributes the students bring to the classroom.

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