Lisa Burke, Ph.D.
Elmhurst College
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Wu-Ying Hsieh, Ph.D.
University of Hong Kong
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Norma Lopez-Reyna, Ph.D.
University of Illinois at Chicago
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Kathryn Servilio, Ed.D.
Monmouth University
Abstract
The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers’ incorporation of reading comprehension skills or strategies, teaching practices, and planning was conducted. The findings indicate teachers are teaching reading comprehension in their social studies classrooms however are not distinctly planning for the students with ASD needs. Implications for practice and limitations are discussed.
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