GPS for the English Classroom: Understanding Executive Dysfunction in Secondary Students with Autism

This article identifies instructional strategies that capitalize on the cognitive strengths of students with ASD by exploring the executive dysfunction theory of ASD. The authors focus on the middle/secondary English classroom where students are often in inclusive settings with a general education t...

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Bibliographic Details
Published in:Teaching exceptional children 2011-07, Vol.43 (6), p.38-43
Main Authors: Azano, Amy, Tuckwiller, Elizabeth D.
Format: Article
Language:English
Subjects:
Anxiety
Autism
Behavior
Children
Classrooms
Cognition & reasoning
Cognitive ability
Critical thinking
Disabilities
Education
Educational Environment
Educational Strategies
English Curriculum
English Instruction
Executive Function
Instructional Materials
Learning
Learning Processes
Pervasive Developmental Disorders
Regular and Special Education Relationship
Secondary School Students
Skill Development
Students
Teaching Methods
Thinking Skills
Citations: Items that this one cites
Online Access:Get full text
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Summary:This article identifies instructional strategies that capitalize on the cognitive strengths of students with ASD by exploring the executive dysfunction theory of ASD. The authors focus on the middle/secondary English classroom where students are often in inclusive settings with a general education teacher. (Contains 1 table and 2 figures.)
ISSN:0040-0599
2163-5684
DOI:10.1177/004005991104300604