ABSTRACT
This book has reviewed the fundamentals of Division TEACCH’s Structured Teaching approach and how it can be used to help learners with ASD to access the curriculum. The authors have not taken any philosophical positions about whether any particular curriculum is useful or if it should be used with learners with ASD. Rather, the starting point for this presentation is that any subject curriculum exists as part of the whole curriculum to which all learners are entitled. The whole curriculum should provide breadth and balance, at the same time responding to individual learning needs. Structured Teaching provides some excellent strategies for helping learners with ASD to better access the curriculum, whatever that curriculum is; some of these productive strategies have been described in order to illustrate how the approach can facilitate curriculum access.
