Creating social opportunities for students with autism spectrum disorder in inclusive settings

Juliet Barnett, Kelly J. Whalon

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Increasing numbers of students with autism spectrum disorder (ASD) are being included in general education settings. Learners with ASD can benefit from the general education curriculum, with some achieving at a high academic level. Yet, social communication and behavioral difficulties can present challenges to their successful inclusion. Instructional priorities for children with ASD include social communication interventions that teach children how to spontaneously initiate functional communication in academic and social contexts. This article describes evidence-based strategies that will help educators create opportunities for social interaction for students with ASD in the context of naturally occurring classroom activities and routines.

Original languageEnglish (US)
Pages (from-to)273-279
Number of pages7
JournalIntervention in School and Clinic
Volume46
Issue number5
DOIs
StatePublished - May 2011

Fingerprint

social opportunity
autism
Students
Communication
general education
communication
student
Education
education curriculum
Interpersonal Relations
Curriculum
inclusion
educator
classroom
Autism Spectrum Disorder
interaction
evidence

Keywords

  • autism spectrum disorder
  • inclusion
  • social/behavioral strategies

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

Creating social opportunities for students with autism spectrum disorder in inclusive settings. / Barnett, Juliet; Whalon, Kelly J.

In: Intervention in School and Clinic, Vol. 46, No. 5, 05.2011, p. 273-279.

Research output: Contribution to journalArticle

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