Abstract
Access to the general education curriculum is a critical component of special education today, yet many teachers struggle to implement practices that provide such access. The authors describe how teachers can draw on three levels of support—teacher-, student-, and peer-delivered strategies—to optimize access to the general education curriculum for students with autism. Included are a variety of research-based strategies for facilitating access to the general education curriculum and information on where to find additional references and resources on specific strategies. The final section includes an example of how the three levels of support can be combined to maximize access to the general education curriculum for students with autism.
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