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This website gives an explanation of autism, and describes how autism is different for every individual. This website also gives characteristics of autistic children and children with autistic spectrum disorder. "Autism Society of America: Characteristics of Autism." Autism Society of America:. Web. 21 Nov. 2010. .

Watson, Linda R., and Michelle Flippin. "Language Outcomes for Young Children with Autism Spectrum Disorders." ASHA Leader 13.7 (2008): 8-12. Academic Search Complete. EBSCO. Web. 17 Nov. 2010. This article is about Children with Autism developing language. Children with Autism are typically at a lower level of language as opposed to children with PDD-NOS. Early language abilities are a sign of better language later on with children with autism. Some Children with Autism are nonverbal through the first two years. Different findings of speech with people with autism demonstrate a child's behavior skills, imitations of adult speech, and language skills.The SLP recommends the predicators to focus on supporting Children with Autism so they can learn how to speak.

"Helping Children with Autism Learn." Comeunity Parenting Support - Parenting Adoption Special Needs. Web. 21 Nov. 2010. .

Hourigan, Ryan, and Amy Hourigan. "Teaching Music to Children with Autism : Understandings and Perspectives." EBSCOhost. Web. 18 Nov. 2010.\n\n- This study focuses on Autistic students that primarily learn from audio or music (auditory). It starts by briefly explaining what Autism is again. It then goes on to list similar disorders that are under the same "umbrella" as Autism. It lists many concerns that Autistic students have, so that you can relate to them easier. It also talks about how to teach Autistic children music. This would be a good example for a teaching method in a paper.\n\nTHIS SOURCE IS SCHOLARLY.

Gira, Kathy. "Understanding and Facilitating Reading Comprehension in Children with Autism." Illinois Reading Council Journal 38.2 (2010): 27-34. Academic Search Complete. EBSCO. Web. 16 Nov. 2010. Autism is found to be four more times common in boys than girls. People diagnosed with ASD either are high functioning or low functioning. The people who are considered high functioning are categorized as having Aspergers Syndrom in the autism spectrum. People diagnosed with AS are being placed in regular classrooms because typically they have average intelligence, or above average intelligence. Children with autism have difficulties understanding important information, literal thinking styles, comprehending and thinking abstractly, and have difficulties with their organization skills. Because of their inability to think abstractly, they have a difficult time learning how to read. Autistic children don't have a great attention span, they have trouble learning the rules of grammar, and they lack the motivation to learn to read. Hyperlexia is a term used to describe some autistic people. It means they have an understanding of the pronunciation and recognition of a word, but they lack the comprehension of the meaning of the word.

O'Brien, Justin, et al. "Discriminating children with autism from children with learning difficulties with an adaptation of the Short Sensory Profile." Early Child Development & Care 179.4 (2009): 383-394. Academic Search Complete. EBSCO. Web. 9 Nov. 2010. In the autistic spectrum, there are two groups of responders to sensory stimuli. One is hyper-sensitive and the other is hypo-sensitive. Autistic kids who are hyper-sesitive often have habits of flicking the ear, clapping or moving the hands in front of the eyes, and grinding the teeth. Some studies have shown that kids with autism have greater sensory symptoms than children with regular learning disabilities, although some say that they have vey similar symptoms. From the studies, autistic children showed more impairment in auditory hyper-sensitive and visual factors compared to the learning disability group or the control group.

Humphrey, Andy. "Teaching Autistic Children." How To Do Things. Web. 18 Nov. 2010. - This site talks a little about how teaching children with Autism can be different than teaching "regular" children. It touches base on the three basic types of learning. For example, visual learners like reading or seeing a demonstration. Auditory learners learn better from listening to lectures or audio tapes. Lastly, kinesthetic learners learn best from movement, or trying something out physically for themselves. Autistic kids usually focus purely on one of these methods, as opposed to unhandicapped kids, who usually display a mixture of the techniques.

This is an article written from a given lecture about autism and education at the University of Birmingham. This article covers autistic spectrum disorders of all types. Jordan, Rita. "Autistic spectrum disorders: a challenge and a model for inclusion in education." OhioLINK Electronic Journal Center. Vol 35, issue 1, p. 11-15.

Tetreault, Allison Serra, and Dorothea C. Lerman. "Teaching Social Skills to Children with Autism using Point-of-View Video Modeling." Education & Treatment of Children 33.3 (2010): 395-419. Academic Search Complete. EBSCO. Web. 17 Nov. 2010. Video modeling is used as a technique for developing children with autism. One of the techniques used is POVM, which teaches children to maintain a conversation with a conversant. This study also helps improve vocal behavior, and eye contact. This practice has been shown to improve joint attention, self help, academic instruction, communication, and community survival. The use of these videos have also improved social skills in autistic people.

Harte, Helene Arbouet. "What Teachers Can Learn From Mothers of Children With Autism." Teaching Exceptional Children 42.1 (2009): 24-30. Academic Search Complete. EBSCO. Web. 16 Nov. 2010. This article is about how parents can help teachers at school with their autistic children. Parents are using a research method called photovoice. Photovoice pairs participant-generated photographs with interviews. This helps teachers learn activities they participate in at home, how the parents engage with the children, and goals and needs of parents for helping their children. This article also explains how children react with these research methods, and how it helps them develop and learn.

Chandler-Olcott, Kelly, and Paula Kluth. "Why Everyone Benefits From Including Students With Autism in Literacy Classrooms." Reading Teacher 62.7 (2009): 548-557. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. The autism growth rate in normal classrooms has gone up about 5%, so teachers are now more straightforward with their literacy teachings. For autistic kids to develop literacy skills, they should be placed in classrooms with people of the same age. Studies have shown that students with autism who had been placed in a normal classroom at a young age have better communication and interaction skills with others. Having autistic children in normal classrooms has also pushed teachers into further analyzing their students, and pay more attention to assignments.

Nemeth, Dezso, et al. "Learning in Autism: Implicitly Superb." PLoS ONE 7 (2010): 1-7. Academic Search Complete. EBSCO. Web. 9 Nov. 2010. Autistic people have memory and learning impairments, but recently researchers have studied how implicit learning in ASD is affected as well. ASD stands for Autism Spectrum Disorder, which includes social, motor, and communicative impairments. Implicit learning is the developing of a skill or information without consciousness to what was learned. Neurocognitive (thought) studies, and implicit cognition (unconcious influences such as knowledge) studies have received less attention. Studies have shown that children with Asberger's syndrome have better cognitive abilities that children with normal autism. Autistic children are more likely to forget the skills they have learned over the long term, but can use the results of implicit learning over a long period of time. ASD children compared to controlled show similar learning patterns in specific and general skill learning.

Kasari, Connie, et al. "Parental Perspectives on Inclusion: Effects of Autism and Down Syndrome." Journal of Autism and Developmental Disorders 29.4 (1999), 297-305. Using the child's diagnosis, age, and current educational placement, a study was done to observe the effects of these factors on parent's perceptions of inclusion for their child with disabilities. Parents in the study filled out surveys asking questions on how they felt about their childs current educational situation and views on inclusive programs. The studies showed clear results. Parents of patients with Down syndrome showed a significant difference in support of inclusive programs over parents of children with autism. Age also played a role.

Kaderavek, Joan N., and Paula Rabidoux. "INTERACTIVE TO INDEPENDENT LITERACY: A MODEL FOR DESIGNING LITERACY GOALS FOR CHILDREN WITH ATYPICAL COMMUNICATION." Reading & Writing Quarterly 20.3 (2004): 237-260. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. This article talks about how autistic children develop their literacy through a range of activities and behaviors. It also talks about two pain points in how autistic children develop their literacy techniques. Experts believe that learning literacy early on for autistic children will not determine their total oral language development. They need to look at reading and writing as communication practices from an early age. It is also talks about how speech production can be improved through writing instructions. Social interaction is a large part of developing literacy.

Lanter, Elizabeth, and Linda R. Watson. "Promoting Literacy in Students With ASD: The Basics for the SLP." Language, Speech & Hearing Services in Schools 39.1 (2008): 33-43. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. This article talks about how teachers are more concerned in their literacy teaching skills to people with autism. Research has found that oral language skills of autistic children are similar in their reading development. Teachers are trying to prepare children with ASD for standardized tests of literacy, and progress in higher levels of academics. Reading skills can improve their oral skills as well.