ERIC Number: EJ1160743
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Practitioners' Recommendations for Foundational Educational Supports for Elementary-Age Learners with Autism Spectrum Disorders
Long, Jennie L.; Simpson, Richard L.
Focus on Autism and Other Developmental Disabilities, v32 n4 p269-278 Dec 2017
Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners' recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators' professional development, and elemental programming for learners with ASD.
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Age, Severity (of Disability), Special Education Teachers, Related Services (Special Education), Professional Personnel, Surveys, Educational Resources, Educational Cooperation, Human Resources, Classroom Environment, Family Involvement, Augmentative and Alternative Communication, Sensory Aids, Student Behavior, Behavior Modification, Interpersonal Competence, Statistical Analysis, Multivariate Analysis, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A