The third article reviewed in this study is reported in the work of Fondacaro (2001) This study specifically addressed "successful educational practices" for achieving specific goals: (1) to determine how characteristics of Asperger's disorder affects students' academic performance and behavior within the school; (2) to determine successful teaching interventions to capitalize upon the strengths of children diagnosed with Asperger's syndrome; (3) to determine successful social skills intervention strategies or programs; and (4) to determine successful behavior management interventions within the school setting. (Fondacaro, 2001) Reported is a convenience sample of 12 students, 10 boys and 2 girls in the age range from 8-13 which was taken from nine public school and three private elementary schools in south New Jersey
The second study reviewed which is reported in the work of Pirie (1996) reports a study for the purpose of observing the classroom processes in elementary settings "to determine the current practices, potential barriers and the feasibility of implementing inclusive education at the elementary level. The research focused on answering three questions: (1) Which of the disabled students are candidates for inclusive education; (2) How does one articulate special education services with regular education instruction; and (3) How does on supervise and coordinate the services delivered? (Pirie, 1996) the instrument reported to have been used in this study was the "I Instructional Environment System II (TIES-II) which consists of rating scales, checklists and open-ended interview forms
written paper) Assistive computer technology; Assistive listening devices; Auxiliary aids and services (note takers, lab or library assistants, readers, interpreters); Captions for film and video material; Course or program modifications; Document conversion (alternative print formats: braille, large print, tape, electronic, raised lettering); Test modifications; Study skills and strategies training; Time extensions; and Taped lectures. (Price, Mayfield, McFadden and Marsh, 2001) II
for many students with disabilities - and for many without - the key to success in the classroom lies in having appropriate adaptations, accommodations and modifications made to the instruction and other classroom activities."(Williams, 2001) Williams relates that some adaptations are as simple as changing the seating for a student that is easily distracted to changing the way "that a material is presented