Adapting K12 for Students with Autism

Autor/in	Whitmer, Regina
Titel	Adapting K12 for Students with Autism
Quelle	In: District Administration, 49 (2013) 1, S.30-32 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-5749
Schlagwörter	Autism; Educational Legislation; Elementary Secondary Education; Student Needs; Mainstreaming; Team Teaching; Teacher Collaboration; Regular and Special Education Relationship; Teacher Competencies; Professional Development + Suchen Sie Ihr Suchwort? Autismus; Bildungsrecht; Schulgesetz; Teamteaching; Lehrerkooperation; Lehrkunst
Abstract	Enter "teaching students with autism" in Google, and more than 8 million results pop up instantly. Educators are learning, however, that there are scientifically proven treatments and protocols that can help them meet federal and state requirements, stretch budgets, avoid litigation and assist families who must continue educating students long after the last bell rings. But implementing these practices is yet another challenge for K12 administrators facing limited budgets and growing need--the Centers for Disease Control and Prevention says 1 in 88 children has an autism spectrum disorder--as they strive to find creative ways to satisfy parents and taxpayers while serving students. Successful districts implement effective treatments as part of a variety of methodologies, which include separate classrooms; mainstreaming; and inclusion/co-teaching. Inclusion and co-teaching are gaining in popularity as administrators seek to provide the least-restrictive environment, which often is the most cost-effective--and beneficial far beyond the student with autism. (Contains 16 online resources.) (ERIC).
Anmerkungen	Professional Media Group, LLC. 488 Main Avenue, Norwalk, CT 06851. Tel: 203-663-0100; Fax: 203-663-0149; Web site: http://www.districtadministration.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10