A representative sample of the literature in the field of autism was reviewed to ascertain the potential impact of the available information on the development of educational programs to teach students with autism to function in a wide variety of heterogeneous community environments. Limitations in the research literature were identified with regard to the artificial nature of settings, tasks, materials, teaching formats, and curriculum content. Suggestions are made as to ways in which research efforts can be directed towards enabling educators to better assist these students to function more independently and ultimately to live, work, and recreate in a variety of noninstitutional environments.
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