Autism spectrum disorder : characteristics seen with ASD and interventions used in and outside the inclusion classroom

The number of children in our country diagnosed with an Autism Spectrum Disorder (ASD) is sharply increasing and does not seem to be slowing down in the near future. It is becoming increasingly more common to see schools implementing inclusion classrooms. These programs range from partial inclusion, where children with special needs spend various numbers of hours in a general education classroom each day, to full-inclusion classrooms. Still others use reverse inclusion, which entails general education students coming into a more self-contained special education classroom for part of the school day. It is critical that general education teachers learn how to meet their students\u27 needs and appropriately adapt their curriculum and classroom management to create a successful learning environment for all students, including those with ASD that will likely be part of their class