<p>ABSTRACT
Autism continues to be an intriguing condition, and perhaps the most efficiently researched of all child psychiatric disorders (Wolff, 2004). Autism spectrum disorders (ASD) are multifaceted neurodevelopmental disorders that entail vital social focused deficiency and behavioral obstinacy. Autism is the ultimate form of ASD and includes substantial deficiency in interaction skills. Treatment of ASD is intricate and comprises an inclusive instructive interventional plan (Cauffield, 2013). The history of autism yields numerous lessons regarding both effective and ineffective teaching strategies for addressing autistic students. Initial beliefs viewed autism as possibly a result of bad parenting and secondly, as an early form of childhood schizophrenia (Rutter, 2001). Rutter (2001) initially purported the symptoms of autism as secondary to developmental receptive language disorder. Research focus eventually transitioned to developmental issues, clarifying similarities and differences between the developmental process distortions (Wolff, 2004). The overarching question for this study is: What are common experiences of teachers in addressing the needs of students with Autism Spectrum Disorder?
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10273506 |
| Date | 21 December 2017 |
| Creators | Barnhart, Ramona |
| Publisher | University of Louisiana at Lafayette |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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