Putting the Puzzle Together: Fostering Effective Inclusive Classrooms
Presentation Abstract
For students with ASD, proposed benefits of inclusion center on improved social relationships and improved social communication, and peers play a critical role in these outcomes. Unfortunately, for some students with ASD, social experiences in general education settings are negative, resulting in isolation, exclusion, and bullying. In order to prevent negative outcomes from occurring, teachers must purposefully structure their classrooms in order to create a classroom community of learners where each student is viewed as an important, contributing member. Teachers are often unsure of effective, evidence-based practices to implement to support achievement and social value for students with ASD in inclusive settings.
This presentation will not only focus on utilizing evidence-based practices to create a structured environment for students with ASD but will emphasize effective strategies for creating a classroom community of learners. Dr. Delgado will explain how using antecedent-based and peer-mediated practices (e.g., schedules, positive behavior systems, class meetings, buddy programs) can help teachers facilitate effective inclusive programming for students with ASD.
Recommended Citation
Delgado, Sally, "Putting the Puzzle Together: Fostering Effective Inclusive Classrooms" (2019). Georgia Association for Positive Behavior Support Conference. 53.
https://digitalcommons.georgiasouthern.edu/gapbs/2019/2019/53
Putting the Puzzle Together: Fostering Effective Inclusive Classrooms
For students with ASD, proposed benefits of inclusion center on improved social relationships and improved social communication, and peers play a critical role in these outcomes. Unfortunately, for some students with ASD, social experiences in general education settings are negative, resulting in isolation, exclusion, and bullying. In order to prevent negative outcomes from occurring, teachers must purposefully structure their classrooms in order to create a classroom community of learners where each student is viewed as an important, contributing member. Teachers are often unsure of effective, evidence-based practices to implement to support achievement and social value for students with ASD in inclusive settings.
This presentation will not only focus on utilizing evidence-based practices to create a structured environment for students with ASD but will emphasize effective strategies for creating a classroom community of learners. Dr. Delgado will explain how using antecedent-based and peer-mediated practices (e.g., schedules, positive behavior systems, class meetings, buddy programs) can help teachers facilitate effective inclusive programming for students with ASD.
