Integrating Universal Design of Learning Principles to Teach Students With Autism Spectrum Disorders in Inclusive Classrooms

Abstract

A growing number of students with disabilities are seeking services in inclusive classrooms. Sixty-six percent of students with disabilities spend 80% of their time in general education classes, and 12% of students receiving special education services have autism spectrum disorders (ASD). Teachers face challenges in effectively teaching students with ASD in inclusive classrooms and struggle to create an inclusive education environment meeting the needs of all students. In inclusive classrooms, teachers collaborate to implement inclusive teaching practices to engage students. Inclusive teaching practices improve student engagement in social interaction, academic growth, and positive behaviors in inclusive classrooms. One inclusive practice widely used is the universal design of learning. This chapter highlights the principles of the universal design of learning and its role in effectively teaching students with ASD in inclusive classrooms.