Reading Comprehension Strategies to Support Learners with Autism in the Inclusive Classroom

Participants will be supported through defining evidence-based practices (EBPs), and locating EBPs using accessible on-line clearinghouses. An emphasis will be placed on effective strategies for teaching reading comprehension. Participants will take-away practical strategies they can use immediately to support learners in the area of reading comprehension leading to increased future success in inclusive educational settings. Evidence-based practices (EBPs) in relation to the academic instruction of Students with ASD will be explored. The presentation will begin with the IDEA mandate for using research-based practices, and participants will be supported through defining EBPs, and locating EBPs through accessible on-line clearinghouses. An emphasis will be placed on effective strategies for teaching reading comprehension. Students with ASD often have an above average ability to decode, paired with difficulty comprehending what they have read; yet reading to learn is at the core of many inclusive classrooms. Participants will take-away practical strategies they can use immediately to support learners in the area of reading comprehension leading to increased future success in all educational settings. In addition, the presenter will share her personal experiences as both a parent of a child with autism and as a university special education instructor. As a result of this session, participants will be able to answer the following questions: 1.) What are the differences among best practices, effective practices, and evidence-based practices? 2.) Where can teachers and parents of learners with ASD locate accessible evidence-based practice information? 3.) What are the current evidence-based practices documented for teaching academics to students with ASD? 4.) What are the identified EBPs for teaching the essential skill of reading comprehension to students with ASD? 5.) What practical strategies for teaching reading comprehension can be applied to classrooms and home-based programs for students with ASD?

Amy Accardo