ERIC Number: EJ1071223
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 37
Teacher-, Student-, and Peer-Directed Strategies to Access the General Education Curriculum for Students with Autism
Olson, Amy J.; Roberts, Carly A.; Leko, Melinda M.
Intervention in School and Clinic, v51 n1 p37-44 Sep 2015
Access to the general education curriculum is a critical component of special education today, yet many teachers struggle to implement practices that provide such access. The authors describe how teachers can draw on three levels of support--teacher-, student-, and peer-delivered strategies--to optimize access to the general education curriculum for students with autism. Included are a variety of research-based strategies for facilitating access to the general education curriculum and information on where to find additional references and resources on specific strategies. The final section includes an example of how the three levels of support can be combined to maximize access to the general education curriculum for students with autism.
Descriptors: Autism, General Education, Access to Education, Special Education, Curriculum Development, Educational Strategies, Educational Planning, Academic Standards, Instructional Design, Learning Strategies, Goal Orientation, Self Management, Peer Influence
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A