[article] 
inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540

Titre :	Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur
Article en page(s) :	p.526-540
Langues :	Anglais (eng)
Mots-clés :	Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies
Index. décimale :	PER Périodiques
Résumé :	In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.12.007
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

[article] Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders [Texte imprimé et/ou numérique] / Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur . - p.526-540.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540

Mots-clés :	Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies
Index. décimale :	PER Périodiques
Résumé :	In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.12.007
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192