![]() (note change in order of authors and in preparation).Ĭongress, U. The effects of a literacy intervention package on the leisure communicatino of students with autism specturm disorder. Focus on Autism and Other Developmental Disabilities, 22, 259–267.Ĭollins, B, Haughney, K., Browder, D.M., Allison, C., & Fallin, K. Reading comprehension instruction for students with autism spectrum disorders a review of the literature. Remedial and Special Education, 38, 207–221.Ĭhiang, H. Efficacy of peer support interventions in general education classrooms for high school students with autism spectrum disorder. Educational Measurement: Issues and Practice, 24, 13–20.Ĭarter, E. Social studies education in the age of testing and accountability. Exceptional Children, 72, 392–408.īurroughs, S., Groce, E., & Webeck, M. Research on reading instruction for individuals with significant cognitive disabilities. ![]() Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. Spooner (Eds.), Teaching students with moderate and severe disabilities (pp. ![]() Standards-based individualized education plans and progress monitoring. Teaching language arts, math, and science to students with significant cognitive disabilities. Simpson (Eds.), Educating students with autism spectrum disorders: Research-based principles and practices. ![]() Definitions and clinical characteristics of autism spectrum disorders. Journal of ASD and Developmental Disorders, 33, 653–672.īregman, J. Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with ASD. What research tells us about teaching thinking skills. How to teach thinking skills in social studies and history. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 35, 295–303.īellini, S., & Akullian, J. Concurrent validity of social subtype and IQ after early intensive behavioral intervention in children with autism: A preliminary investigation. Retrieved from īeglinger, L., & Smith, T. Including practical planning for supporting diversity in the classroom, enhancing instruction through technology, promoting and supporting social inclusion, and fostering independence, teachers of social studies content can use these broad goals to focus their curriculum toward meaningful student achievement and generalization outcomes.Īssociation for Science in ASD Treatment. Systematic instruction components are discussed in detail, allowing teachers to explore the possibilities for meeting individual student goals and the varying needs of students with autism within inclusive environments. Supported by evidence-based practices for students with autism, the authors guide teachers through the process of choosing content and materials, prioritizing standards, adapting content for accessibility, as well as considering individual and cultural relevance. This chapter discusses the social studies standard applications for consideration toward a responsive and iterative curriculum. Social studies, as a discipline, has the potential to be a gateway to broad educational and social goals for students with autism spectrum disorders.
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