HOMEWORK ACCURACY TO INCREASE THE ACADEMIC REPERTOIRE OF YOUNG CHILDREN WITH AUTISM

Lina GILIC
Ss John's University
New York, USA

Recived: 02.11.2015
Accepted: 24.01.2016
Best Practice article

Citation: Gilic L. Homework accuracy to increase the academic repertoire of young children with autism. J Spec Educ Rehab 2016; 17(1-2):66-84.
DOI: http://dx.doi.org/10.19057/jser.2016.5

Abstract

There are many forms of interventions used to increase homework completion. However, there is far less research to assess homework accuracy for young children with special needs, and even less for young children diagnosed with Autism. Homework intervention methods have been proven by researchers to be effective under certain specific circumstances. Emphasis should be placed on increasing the accuracy of homework completed prior to deciding what intervention would be more effective for a particular student struggling with homework completion. Educators should take into consideration the level of participation from the children’s home, the needs of the student, and how data would be collected and communicated for homework accuracy. Data for visual analysis would identify the homework completed correctly rather than just completed, and also identify progress over time. Researchers have demonstrated that homework completed cannot determine academic skill gained which is needed for academic success for young students with or without disabilities. Homework accuracy requires greater attention and emphasis in the early childhood research.
The need for research on young children with Autism is evident as it is the fastest growing neurobiological condition in the world. The inclusion of children with Autism in the general environment has also greatly increased. Recommendations for further research focused on homework accuracy are offered.

Keywords: homework accuracy, academic indicator, Autism, inclusion

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