Research: Special Education versus Inclusive Education: The Role of the TEACCH Program

Authored by Panerai, S., Zingale M., Trubia G., Finocchiaro M., Zuccarello R., Ferri R., and Elia M. in Journal of Autism and Developmental Disorders, Volume 39, Issue 6, p. 874-882, (2009).

Article summary (posted Aug 4, 2009):

The TEACCH program may be a useful approach in different settings (home, school, and residential) to help children with autism learn skills.

This study compared the treatment and education of children with autism using the TEACCH program versus an inclusive nonspecific program. Boys with autism and severe mental retardation were enrolled in one of 3 different programs over a 3 year period. Thirteen boys were enrolled in the natural-setting (NS-TEACCH; home and mainstream school) program, 11 boys in the residential (R-TEACCH) program, and 10 boys in the inclusive education-nonspecific (INSP) approach. Boys in either one of the TEACCH programs (NS or R) improved from baseline in 11 or more skills (for example, perception, fine motor, gross motor). Boys in the INSP showed improvement in perception only. Therefore, the TEACCH programs may be more helpful for children with autism than the nonspecific inclusive education program.

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You can access the original abstract and the complete paper is sometimes available for free via Google Scholar (look for entries that say "PDF" or "HTML" on the right side of the page).
autism, education, fine motor skills, gross motor skills, home, inclusive education, mainstream, mental retardation, motor, motor skills, residential center, school, special education, treatment, Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)
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