Abstract
The positive outcome of structured special education for youngsters with autism has long been recognized. Already in the late 18th century, Itard (1962) had reported his well-known case study of educating Victor, a boy who was considered autistic. Learning from living with him, Itard reported the importance of daily routines and the use of visual information, as well as the written word, for developing the boy’s language skills. More recently, Fischer and Glanville (1970), Halpern (1970), and Graziano (1970) examined the use of structured teaching. Although the studies differed in methodology, diagnosis of children, and composition of educational program, the usefulness of structured teaching persisted.
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Schopler, E., Mesibov, G.B., Hearsey, K. (1995). Structured Teaching in the TEACCH System. In: Schopler, E., Mesibov, G.B. (eds) Learning and Cognition in Autism. Current Issues in Autism. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1286-2_13
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DOI: https://doi.org/10.1007/978-1-4899-1286-2_13
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