Abstract
Advocates for children with disabilities are adamant about public schools providing a free and appropriate education for all students with disabilities. In response to this demand, public schools have created inclusion classrooms that consist of typically developing students and students with disabilities who are higher functioning. Students diagnosed with high-functioning autism complete most of their schooling in an inclusion classroom, where the expectation is that they complete the same academic material as their peers. Teachers in the state of California are not prepared to teach students with high-functioning autism who have academic deficits that are different from their typically developing peers. The researcher compiled a literature review using the PsycINFO database system to develop this project. Additionally, the theoretical framework for this project consists of research articles provided by professors from previous courses taken by the researcher throughout the master’s degree program in child development. The purpose of the project is to provide elementary school teachers of inclusion classrooms in California state public schools with a handbook for improving reading comprehension and social skills in children with high functioning autism. The handbook provides information to teachers about autism, theory and background of effective teaching strategies, and a curriculum with suggestions, modifications, and materials directed toward developing strong reading, writing, and analytical skills in children with high-functioning autism. Children with high-functioning autism have deficits in reading comprehension and social skills, which need intervention at a young age. This population of students is capable of learning at the same level as their typically developing peers with slight modifications to the current curriculum. This project provides teachers with the necessary information and tools to use in their inclusion classrooms to create an optimal learning environment for children with high-functioning autism.