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Direct linkFittipaldi-Wert, Jeanine; Mowling, Claire M. – Journal of Physical Education, Recreation & Dance (JOPERD), 2009
Due to deficits in communication, students with autism experience anxiety and confusion, which cause withdrawal and disruptive behaviors. However, teachers can create a positive educational environment that will facilitate learning by having an understanding of autism and of the characteristics associated with children with autism. One important…
Descriptors: Physical Education, Autism, Educational Environment, Teaching Methods
Calculator, Stephen N. – International Journal of Inclusive Education, 2009
This paper examines the role of augmentative and alternative communication (AAC) in fostering the successful inclusion of students with the most severe disabilities in general education. Best practices in AAC are identified and multiple examples of their implementation are presented. Particular emphasis is placed on the need to integrate AAC into…
Descriptors: Inclusive Schools, General Education, Augmentative and Alternative Communication, Mainstreaming
Peer reviewedSchepis, Maureen M.; Reid, Dennis H.; Behrmann, Michael M.; Sutton, Kelly A. – Journal of Applied Behavior Analysis, 1998
A study evaluated the effects of a voice output communication aid (VOCA) and naturalistic teaching procedures on the communicative interactions of four children (ages 3-5) with autism. Children showed increases in communicative interactions using VOCAs. There was no apparent reductive effect of VOCA use on other communicative behaviors. (Author/CR)
Descriptors: Augmentative and Alternative Communication, Autism, Communication Aids (for Disabled), Communication Skills
