Adaptive education for students with autism in inclusive classrooms

Janet Alston, Chris Kilham

    Research output: Contribution to journalArticlepeer-review


    This article focuses on factors that promote the use of appropriate accommodations for children with disabilities in early childhood inclusive settings. It investigates the kinds of accommodations that were used with two children who were educated in two settings--a mainstream classroom, and a small unit in which the majority of children were on the autism spectrum. The study found that teaching assistants did not always foster social inclusion; that accommodations were not used consistently across the mainstream and specialised settings; and that planning time and training may be important ways to foster inclusionary practices. In addition, the high frequency of staff changes was noted, which may not be compatible with the demand for structure, routine and consistency that is commonly associated with children on the autism spectrum
    Original languageEnglish
    Pages (from-to)24-33
    Number of pages10
    JournalAustralian Journal of Early Childhood
    Issue number3
    Publication statusPublished - 2004


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