心理学
现存分类群
自闭症
自闭症谱系障碍
心理干预
发展心理学
医学教育
医学
精神科
进化生物学
生物
作者
Jennie L. Long,Richard L. Simpson
标识
DOI:10.1177/1088357617712484
摘要
Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners’ recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators’ professional development, and elemental programming for learners with ASD.
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