Autism and Inclusion
Back to basics: working with young children with autism in inclusive classrooms
CorrespondenceAaron R. DerisDepartment of Special EducationMinnesota State University, Mankato at Edina7700 France Ave. S., Suite 332Edina, MN 55435, USAEmail: aaron.deris@mnsu.edu
Abstract
Young children with autism benefit from various adaptations made to an early childhood classroom. This article includes modifications for both teacherâdirected and childâinitiated activities. Adaptations are given for the classroom environment, daily schedule, sensory needs, transitions and general teaching strategies. The techniques described are especially important when working with young children with autism, but are also helpful for all young children. The information provided is gained from several years of experience working with young children with autism in schools, homes and childcare.
Citing Literature
Number of times cited: 3
- Kayli Routhier-Martin, Sherron Killingsworth Roberts and Norine Blanch, Exploring Mindfulness and Meditation for the Elementary Classroom: Intersections Across Current Multidisciplinary Research, Childhood Education, 93, 2, (168), (2017).
- Eliada Pampoulou, Graphic symbol practices as a whole school approach in two inclusive primary schools in England and Cyprus, Technology and Disability, 28, 1,2, (31), (2016).
- Abbey S. Eisenhower, Hillary Hurst Bush and Jan Blacher, Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework, Journal of Applied School Psychology, 31, 3, (256), (2015).
