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Instructional Contexts for Adolescents with Autism: Impact of Educational Setting
Kurth, Jennifer A. Mastergeorge, Ann M.
Kurth, Jennifer A.
Mastergeorge, Ann M.
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Abstract
The present study describes the instructional contexts and activities of adolescents with autism in inclusive and self-contained settings for mathematics and language arts instruction using a descriptive statistics design. In the study, 15 adolescents with autism, and 30 peers of these students, participated. All students were observed over the school year in 50-min intervals each during math and language arts instruction to document student participation in learning situations as well as learning partners, curriculum usage, and instructional formats for students with and without autism in different education settings. Findings indicate between-group differences for those adolescents participating in inclusive and self-contained settings, notably the amount of time spent on breaks and engaged in curricular activities, although differences between students with autism and their peers were not significant. Implications and future directions are discussed.
Description
This is the author's accepted manuscript. The published version can be found at http://dx.doi.org/10.1177/0022466910366480
Date
2012
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SAGE Publications
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Keywords
Autism, Inclusion, Adolescence, Academic
Citation
Kurth, J.A. & Mastergeorge, A. (2012). Instructional Contexts for Adolescents with Autism: Impact of Educational Setting. Journal of Special
Education, 46(1), 36-48. http://dx.doi.org/10.1177/0022466910366480