Table of Contents

Preface 1. Overview of the Autism Spectrum 2. Structured Teaching as a foundation for educational programmes 3. Challenges to curriculum access for learners with autism spectrum disorders 4. Physical structure: making sense out of the classroom 5. Visual schedules: what’s going on? 6. Work systems: getting organised 7. Visual information: adding meaning 8. Tying it all together 9. Increasing Curriculum Access by Blending Structured Teaching with other Strategies Bibliography Index

About the Author

Gary Mesibov is a distinguished psychologist and professor emeritus at the University of North Carolina and is former director of Division TEACCH. Professor Mesibov continues to lecture, train, teach and mentor worldwide.


Marie Howley is a senior lecturer in SEN and Inclusion (Autism) in the School of Education at the University of Northampton and has experience as a TEACCH trainer in the UK and North Carolina