The presence of teaching barriers in children with autism spectrum disorders

The aim of this research was to examine the frequency different barriers faced by special education teachers in working with children autism spectrum disorders (ASD). sample included 53 participants both genders and ages who were diagnosed ASD. instrument used assess presence teaching refers Assessment Barriers Teaching (VB-Mapp -Sundberg, 2008). In our sample, it found that all respondents have a pronounced barriers, while most frequent are prompt dependence, generalization difficulties, socialization problems, escape or avoidance given tasks absence tact ability. Having mind obtained results, is highlighted as necessity develop an approach would lead elimination mentioned well treatment plan address those PSA consequently enable higher degree adoption new knowledge skills