TY  - CHAP
AB  - Abstract Students with Autism Spectrum Disorders (ASD) are one of the least included in the general education environment, only falling behind children with intellectual disabilities, multiple disabilities, and deaf/blindness (U.S. Department of Education, 2015). Teacher attitudes, knowledge and training of ASD, and administrative support are essential components of successful inclusive environments (Ferraioli & Harris, 2011; Harding, 2009). Researchers have also identified evidence-based practices to support students with ASD (National Autism Center, 2015; Wong et al., 2014). This chapter provides research related to inclusion of students with ASD, factors that may influence inclusion rates, and provides educators a few practices to try if they are given the opportunity to work with a student with ASD in their inclusive classroom.
VL  - 31
SN  - 978-1-78635-541-6, 978-1-78635-542-3/0270-4013
DO  - 10.1108/S0270-401320160000031008
UR  - https://doi.org/10.1108/S0270-401320160000031008
AU  - Bock Stacey Jones
AU  - Borders Christy M.
AU  - Probst Kristi M.
PY  - 2016
Y1  - 2016/01/01
TI  - Inclusion of Students with Autism Spectrum Disorders
T2  - General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 113
EP  - 128
Y2  - 2024/04/16
ER  -