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Article: Teaching reading comprehension to students with autism spectrum disorders in social studies classrooms: Middle school teacher perceptions
Title | Teaching reading comprehension to students with autism spectrum disorders in social studies classrooms: Middle school teacher perceptions |
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Authors | |
Keywords | Reading Instruction Autism Pervasive Developmental Disorders Reading Comprehension Middle School Students |
Issue Date | 2016 |
Publisher | American 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? |
Abstract | The 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.
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Persistent Identifier | http://hdl.handle.net/10722/246571 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | Burke, L | - |
dc.contributor.author | Hsieh, WY | - |
dc.contributor.author | Lopez-Reyna, N | - |
dc.contributor.author | Servilio, K | - |
dc.date.accessioned | 2017-09-18T02:30:49Z | - |
dc.date.available | 2017-09-18T02:30:49Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Journal of the American Academy of Special Education Professionals, 2016, p. 60-78 | - |
dc.identifier.issn | 2325-7466 | - |
dc.identifier.uri | http://hdl.handle.net/10722/246571 | - |
dc.description.abstract | The 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.language | eng | - |
dc.publisher | American 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.ispartof | Journal of the American Academy of Special Education Professionals | - |
dc.subject | Reading Instruction | - |
dc.subject | Autism | - |
dc.subject | Pervasive Developmental Disorders | - |
dc.subject | Reading Comprehension | - |
dc.subject | Middle School Students | - |
dc.title | Teaching reading comprehension to students with autism spectrum disorders in social studies classrooms: Middle school teacher perceptions | - |
dc.type | Article | - |
dc.identifier.email | Hsieh, WY: wyhsieh@hku.hk | - |
dc.identifier.authority | Hsieh, WY=rp01812 | - |
dc.identifier.hkuros | 278718 | - |
dc.identifier.spage | 60 | - |
dc.identifier.epage | 78 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 2325-7466 | - |