for Students with Asperger's Syndrome in the Regular Classroom. Australasian Journal of Special Education 22(2):122-128. Effective Teaching for Students with Asperger's Syndrome in the Regular Classroom

This paper investigates issues surrounding the inclusion of students with Asperger's Syndrome in primary school classrooms by first identifying the unique needs of these students, and secondly, by examining some strategies which can facilitate the inclusion of these students into inclusive school settings. These effective methods take into account physical factors within the classroom, the predictability of instructional routines, and building on students ' pre-existing knowledge in order to enhance their productivity. The approaches to instruction discussed in this paper are particularly valuable because they are appropriate to the needs of many students in the regular classroom. Schools need to reflect and represent the kind of society in which children will take their place (Sapon-Shevin, 1995). Inclusion is, therefore, of vital importance to childrens ' development because it provides a realistic experience of the larger community during the years of formal schooling. Providing educational services in segregated settings remains one way of dealing with individual differences, while inclusion as a curriculum concept and a practice seeks to minimise these differences and at the same time challenge the status quo (Slee, 1996). Essentially, inclusion has been the result of a call to change our formal educational systems b