The Academic Experience of Four Grade 5 Students With Autism

• In Event: Identifying, Assessing, and Teaching Students With Autism

Abstract

Autism spectrum disorders (ASD) is the fastest growing developmental disability in the United States. With this increase in identification comes an increase in the number of services public schools are required to provide for students with autism. This study investigated the types of tasks and duration of tasks that four grade five students with ASD were asked to complete in their substantially separate and inclusion classrooms. A total of 36 observations took place in the sub-separate classrooms, and 41 observations in the inclusion classroom. The majority of classroom time was spent on worksheets, whole group lectures, waiting for classroom routines, and copying notes off the board. These types of tasks did not require interactions to take place.

Author

• Kristina Scott, Southern New Hampshire University