We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Structured Teaching for Pupils with Autistic Spectrum Disorders: Meaningful or Meaningless?
- Authors
Howley, Marie
- Abstract
Pupils with autistic spectrum disorders (ASDs) face many challenges in the classroom, including difficulties extracting and interpreting meaning. Structured Teaching is often recommended as a strategy for enhancing meaning for pupils with ASDs. However, frequently the misused with rigid adherence to structure that many limit progression in key areas of learning. This paper reflects upon the key principles that underpin Structured Teaching. It is argued that teachers who understand and implement the principles of the approach are more likely to be successful in enhancing meaning in the classroom for pupils with ASDs.
- Subjects
UNITED States; EDUCATION research; CHILDREN with autism spectrum disorders; CLASSROOM environment; LEARNING
- Publication
Reach, 2006, Vol 19, Issue 2, p94
- ISSN
0790-8695
- Publication type
Article