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A Closer Look at Supporting Elementary Students With Autism in School

A Closer Look at Supporting Elementary Students With Autism in School

Haidee Copeland
Copyright: © 2020 |Pages: 21
ISBN13: 9781799814313|ISBN10: 1799814319|EISBN13: 9781799814337
DOI: 10.4018/978-1-7998-1431-3.ch006
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MLA

Copeland, Haidee. "A Closer Look at Supporting Elementary Students With Autism in School." Special Education Design and Development Tools for School Rehabilitation Professionals, edited by Ajay Singh, et al., IGI Global, 2020, pp. 103-123. https://doi.org/10.4018/978-1-7998-1431-3.ch006

APA

Copeland, H. (2020). A Closer Look at Supporting Elementary Students With Autism in School. In A. Singh, M. Viner, & C. Yeh (Eds.), Special Education Design and Development Tools for School Rehabilitation Professionals (pp. 103-123). IGI Global. https://doi.org/10.4018/978-1-7998-1431-3.ch006

Chicago

Copeland, Haidee. "A Closer Look at Supporting Elementary Students With Autism in School." In Special Education Design and Development Tools for School Rehabilitation Professionals, edited by Ajay Singh, Mark Viner, and Chia Jung Yeh, 103-123. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1431-3.ch006

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Abstract

While the educational criteria to be a person impacted by autism will always evolve, implementing educational best practices with fidelity significantly improves the likelihood of a student with autism succeeding in school. This chapter presents a brief overview of the educational criteria for an autism eligibility using the Diagnostic and Statistical Manual, Fifth Edition (DSM-5), a comparison of common characteristics or developmental milestones for typically developing elementary students and students with autism, a summary of standard best practices for elementary students with autism. The chapter provides a few examples of how these best practices can be applied across grade and inclusion-level categories.

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