Including children with autism in general education classrooms. A review of effective strategies.
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.
Harrower
J K
JK
Louis de la Parte Florida Mental Health Institute, University of South Florida, USA.
Dunlap
G
G
D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D003299:Cooperative Behavior; D003463:Cues; D006126:Group Processes; D006801:Humans; D008282:Mainstreaming, Education / Q000379:methods*; D010379:Peer Group; D012054:Reinforcement, Psychology; D012944:Social Support; D013663:Teaching