Structured Teaching for Students with Autism in Inclusive Classrooms: A Review of the Literature
By Eunjung Lim
This issue of NASET’s Autism Spectrum Disorder series was written by Eunjung Lim. It seeks to evaluate the effectiveness of the Structured Teaching to support students with Autism Spectrum Disorders (ASD) in mainstream or general education classrooms. Specifically, whether the structured teaching is translatable to inclusive settings and to generalize this strategy into all ages and other settings in order to increase independence and organization skills. The results of the research displayed positive aspects of supporting students with ASD to increase engagement and independence in varying age groups. The structured Teaching strategies maximize visual strengths of individuals with ASD and compromise weaker skills to perform high levels of executive function in general education classes. In spite of positive effects of the Structured Teaching, further researches are required to pay attention on individuals’ meaningful learning, to evaluate social validity of the approach, and to investigate individuals’ inner experiences and well-being.
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