Tag Archives: PEC’s

Visual Cues

Posted on May 2, 2011 by jamesbeckr

Peer Review Analysis: Visual Cueing for Students with Autism James W. Becker   Seattle Pacific University May 1, 2011 Children with autism spectrum disorder (ASD) display a variety of challenges, but their ability to interact and communicate with parents, teachers, … Continue reading →

Posted in L1: Learner centered, L2: Classroom/school centered, L3: Family/neighborhood centered, L4: Contextual community centered, P2: Enhanced by reflective, collaborative, professional growth-centered practice, S1 - Content driven, S2 - Aligned with curriculum standards and outcomes, T1: Informed by standards-based assessment, T2: Intentionally planned, T3: Influenced by multiple instructional strategies | Tagged , , | Leave a comment