In this study and similar research studies, the individuals with ASD are taught in K-12 schools in collaboration with general education peers. Two studies were compared to complete this review: students in K-12 general education and students with autism (Gross and Hill, 2016; Link, 2015). Both studies discussed beliefs and impacts of effective teaching that promotes student success in the class. The study by Gross (2016), included demographics that can affect the students’ academics: state mandated testing that promotes curriculum and school turnover rates due to the shift in student performance rates: applied behavior analysis techniques, positive behavior intervention strategies, social and communication interventions, teaching practices, and teacher evaluations to make sure teachers are highly qualified. Both studies support teaching students with disabilities. They focus on the academics, social skills and methodologies within the classroom. Additi...
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...o argued the reason behavior may be an issue is due to the student being underrepresented. Underrepresentation means there are not enough students with the proper diagnosis, which causes the students to not receive the proper accommodations.
Additional research needs to be done on whether there is a correlation between general education teachers’ teaching styles and the academic success of students with ASD. This question has yet to be answered. Is the success of the students with ASD based on these factors alone? Or is there another reason that enables the students to be successful among their peers in a general education class. Although there are questions that still have not been answered, this literature review provides knowledge about how accommodation, behaviors and social skills can support academic success of students with ASD in general education classrooms
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