Abstract
Increasing numbers of children with autism receive education services in settings with their typically developing peers. In
response to this shift in the location of services, there is a growing body of research identifying evidence-based practices
for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate
this research for application by early childhood practitioners in inclusive settings.
response to this shift in the location of services, there is a growing body of research identifying evidence-based practices
for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate
this research for application by early childhood practitioners in inclusive settings.
- Content Type Journal Article
- Pages 1-13
- DOI 10.1007/s10803-011-1195-z
- Authors
- Erin E. Barton, University of Colorado Denver, 1201 5th Street, LSC 627, Denver, CO 80204, USA
- Karen Lawrence, University of Oregon, Eugene, OR USA
- Florien Deurloo, Early Childhood CARES, Eugene, OR USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257