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Effective Teaching for Students with Asperger’s Syndrome in the Regular Classroom

Published online by Cambridge University Press:  26 February 2016

Johann le Roux ,
Lorraine Graham  and
Suzanne Carrington
Johann le Roux
Affiliation:
University of New England
Lorraine Graham*
Affiliation:
University of New England
Suzanne Carrington
Affiliation:
Queensland University of Technology
*
Address for: Dr Lorraine Graham. University of New England, School of Education Studies. University of New England, Armidale NSW 2351. E-mail: lgraham@metz.une.edu.au
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Abstract

This paper investigates issues surrounding the inclusion of students with Asperger’s Syndrome in primary school classrooms by first identifying the unique needs of these students, and secondly, by examining some strategies which can facilitate the inclusion of these students into inclusive school settings. These effective methods take into account physical factors within the classroom, the predictability of instructional routines, and building on students’ pre‐existing knowledge in order to enhance their productivity. The approaches to instruction discussed in this paper are particularly valuable because they are appropriate to the needs of many students in the regular classroom.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 22 , Issue 2 , 1998 , pp. 122 - 128
Copyright
Copyright © The Australian Association of Special Education 1998

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