Involving students with autism in social studies
Abstract
Purpose
The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes.
Originality/value
Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.
Keywords
Citation
Reeves, L.M. and Santoli, S. (2018), "Involving students with autism in social studies", Social Studies Research and Practice, Vol. 13 No. 1, pp. 59-71. https://doi.org/10.1108/SSRP-05-2017-0028
Publisher
:Emerald Publishing Limited
Copyright © 2018, Emerald Publishing Limited