Impact of Setting and Instructional Context for Adolescents With Autism

Jennifer A Kurth, Ann M. Mastergeorge

Research output: Contribution to journalArticle

30 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)36-48
Number of pages13
JournalJournal of Special Education
Volume46
Issue number1
DOIs
StatePublished - May 2012

Fingerprint

Autistic Disorder
autism
Students
adolescent
Language Arts
student
Learning
art
instruction
learning situation
Mathematics
descriptive statistics
language
Curriculum
mathematics
Education
curriculum
participation
school
learning

Keywords

  • academic
  • adolescence
  • autism
  • inclusion

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Cite this

Impact of Setting and Instructional Context for Adolescents With Autism. / Kurth, Jennifer A; Mastergeorge, Ann M.

In: Journal of Special Education, Vol. 46, No. 1, 05.2012, p. 36-48.

Research output: Contribution to journalArticle

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