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Article: Teaching reading comprehension to students with autism spectrum disorders in social studies classrooms: Middle school teacher perceptions

TitleTeaching reading comprehension to students with autism spectrum disorders in social studies classrooms: Middle school teacher perceptions
Authors
Burke, LHsieh, WYLopez-Reyna, NServilio, K
KeywordsReading Instruction
Autism
Pervasive Developmental Disorders
Reading Comprehension
Middle School Students
Issue Date2016
PublisherAmerican Academy of Special Education Professionals. The Journal's web site is located at http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/index.html
Citation
Journal of the American Academy of Special Education Professionals, 2016, p. 60-78 How to Cite?
AbstractThe 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.
Persistent Identifierhttp://hdl.handle.net/10722/246571
ISSN
2325-7466

 

DC FieldValueLanguage
dc.contributor.authorBurke, L-
dc.contributor.authorHsieh, WY-
dc.contributor.authorLopez-Reyna, N-
dc.contributor.authorServilio, K-
dc.date.accessioned2017-09-18T02:30:49Z-
dc.date.available2017-09-18T02:30:49Z-
dc.date.issued2016-
dc.identifier.citationJournal of the American Academy of Special Education Professionals, 2016, p. 60-78-
dc.identifier.issn2325-7466-
dc.identifier.urihttp://hdl.handle.net/10722/246571-
dc.description.abstractThe 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. -
dc.languageeng-
dc.publisherAmerican Academy of Special Education Professionals. The Journal's web site is located at http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/index.html-
dc.relation.ispartofJournal of the American Academy of Special Education Professionals-
dc.subjectReading Instruction-
dc.subjectAutism-
dc.subjectPervasive Developmental Disorders-
dc.subjectReading Comprehension-
dc.subjectMiddle School Students-
dc.titleTeaching reading comprehension to students with autism spectrum disorders in social studies classrooms: Middle school teacher perceptions-
dc.typeArticle-
dc.identifier.emailHsieh, WY: wyhsieh@hku.hk-
dc.identifier.authorityHsieh, WY=rp01812-
dc.identifier.hkuros278718-
dc.identifier.spage60-
dc.identifier.epage78-
dc.publisher.placeUnited States-
dc.identifier.issnl2325-7466-

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