Article
Including Children with Autism in General Education Classrooms A Review of Effective Strategies
Behavior Modification
(2001)
Abstract
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.
Disciplines
Publication Date
October, 2001
DOI
10.1177/0145445501255006
Citation Information
Joshua K. Harrower and Glen Dunlap. "Including Children with Autism in General Education Classrooms A Review of Effective Strategies" Behavior Modification Vol. 25 Iss. 5 (2001) p. 762 - 784 Available at: http://works.bepress.com/josh-harrower/9/