ABSTRACT
This chapter describes research- and evidence-based practices for teaching academic content to students with autism spectrum disorder (ASD). Academic achievement is a predictor of post-school outcomes, and students with ASD need high-quality specially designed instruction in order to access the general curriculum. Descriptions of the big ideas of mathematics, reading, and science are provided, as well as specific examples of instructional strategies derived from the research literature that can be applied to teach this content. Finally, the chapter concludes with a discussion of how asset-based instructional frameworks such as Universal Design for Learning and Culturally Sustaining Pedagogy can be used to draw on the strengths of students with ASD while acknowledging their intersectional identities.
