Date

Fall 2019

Document Type

Project

Faculty Advisor

Dr. Randy Hetherington

College/School

School of Education

Department

Education

Abstract

Recently, teachers have been seeing an influx of students with autism spectrum disorders (ASD) in their classrooms. As this number increases, it is important that these teachers and teacher leaders be aware of the advances in the field regarding methods of working with children with ASD. Some of these practices are written down and published online for the public, but others are only found by accessing the authentic experiences of teachers who developed best teaching methods throughout their careers. This study seeks to be a resource for current educators and preservice teachers in inclusive classrooms, sharing best practices working with students with autism. A literature review and teacher interviews were conducted exploring what designated special education and inclusive classroom teachers consider best practice in teaching elementary age students with autism. Results indicated that effective teaching methods include a focus on consistency, visuals, and relationships. Participants communicated a lack of resources available for teachers to learn about teaching students with autism and that their practices were developed through observation and personal investigation. Participants emphasized teacher workshops and collaborating with colleagues as suggestions for improving teacher education on working with students with ASD.

Subjects

Autism spectrum disorders; Autism; Teachers--Training of--United States; Inclusive education

Publication Information

Copyright for this work is retained by the author.

ED408A: Senior Honor's Project

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