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Grenot-Scheyer, M., Staub, D., Peck, C.A. and Schwartz, I.S. (1998) Reciprocity and Friendships: Listening to the Voices of Children and Youth with and without Disabilities. In: Meyer, L.H., Park, H.S., Grenot-Scheyer, M., Schwartz, I.S. and Harry, B., Eds., Making Friends: The Influences of Culture and Development, Paul H. Brookes, Baltimore, 149- 167.

has been cited by the following article:

• TITLE: Inclusion of Students with Autism Spectrum Disorders in Italian Schools: From Theory to Practice

  AUTHORS: Marzia Mazzer

  KEYWORDS: Autism Spectrum Disorders, Inclusive School, Barriers and Facilitators, Teaching-Learning Strategies, Good Practices

  JOURNAL NAME: Open Journal of Social Sciences, Vol.3 No.9, September 18, 2015

  ABSTRACT: The purpose of this paper is to provide a general overview about the issue of inclusion of students with Autism Spectrum Disorders in Italian Schools. Firstly, we will present an overall picture of the inclusion processes of students with disabilities in the Italian school system. Secondly, we will focus on teaching-learning strategies designed to meet the educational needs of students with ASD and to move towards an “inclusive classroom” in which all students, with their different abilities, are welcomed in the learning community. Finally, in order to put theory into practice, we will discuss a “case study” of a 6-year-old pupil with ASD in an Italian primary school, identifying specific barriers and facilitators to accessibility and inclusion.