Electronic Journal for Inclusive Education


The prevalence rate of children with autism spectrum disorder (ASD) has grown more than ten-fold in the past two decades and is now estimated at about 1 in 88 children. These prevalence rates place increased demands on teachers to address core features and highlight the need for targeted supports. In addition, children with ASD are increasingly served in general education classrooms and teachers may not be prepared to meet their needs. Research-based supports can be used with an entire classroom within a Universal Design for Learning (UDL) framework in order to the needs of students with ASD in inclusive settings. This paper aims to provide suggestions for practical UDL support recommendations to enhance the utilization of research-based practices to promote academic achievement through multiple forms of engagement, representation, and expression for children with ASD.