Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions
Lisa Burke, Ph.D.
Wu-Ying Hsieh, Ph.D.
University of Hong Kong
Norma Lopez-Reyna, Ph.D.
University of Illinois at Chicago
Kathryn Servilio, Ed.D.
The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers’ incorporation of reading comprehension skills or strategies, teaching practices, and planning was conducted. The findings indicate teachers are teaching reading comprehension in their social studies classrooms however are not distinctly planning for the students with ASD needs. Implications for practice and limitations are discussed.
Read or Download
To Read this Article - or Download this Article (login required)
To Download the Entire FALL 2016 Issue of JAASEP - (login required)
NASET Members - Login to Access These Files.
Not a Member?
If you are a member of NASET, please login to freely access this and all archived articles of JAASEP
If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $4.95 (use the "Buy now" button below):
OR Buy the entire issue of JAASEP FALL 2016 for $19.95. Use the BUY NOW button below:
OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET