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Social Studies for Students with Autism Spectrum Disorder

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Curricula for Teaching Students with Autism Spectrum Disorder

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

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Abstract

Social studies, as a discipline, has the potential to be a gateway to broad educational and social goals for students with autism spectrum disorders. This chapter discusses the social studies standard applications for consideration toward a responsive and iterative curriculum. Supported by evidence-based practices for students with autism, the authors guide teachers through the process of choosing content and materials, prioritizing standards, adapting content for accessibility, as well as considering individual and cultural relevance. Systematic instruction components are discussed in detail, allowing teachers to explore the possibilities for meeting individual student goals and the varying needs of students with autism within inclusive environments. Including practical planning for supporting diversity in the classroom, enhancing instruction through technology, promoting and supporting social inclusion, and fostering independence, teachers of social studies content can use these broad goals to focus their curriculum toward meaningful student achievement and generalization outcomes.

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Authors and Affiliations

  1. University of North Carolina at Charlotte, Charlotte, NC, USA

    Kathryn Haughney & Diane Browder

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  1. Kathryn Haughney
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  2. Diane Browder
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Correspondence to Diane Browder .

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Editors and Affiliations

  1. University of Macau, Taipa, Macao

    Hsu-Min Chiang

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Haughney, K., Browder, D. (2017). Social Studies for Students with Autism Spectrum Disorder. In: Chiang, HM. (eds) Curricula for Teaching Students with Autism Spectrum Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-69983-7_7

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