Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions

Lisa Burke, Ph.D.
Elmhurst College
Wu-Ying Hsieh, Ph.D.
University of Hong Kong
Norma Lopez-Reyna, Ph.D.
University of Illinois at Chicago
Kathryn Servilio, Ed.D.
Monmouth University


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.

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