Implementing Video Modeling to Improve Transitions Within Activities in Inclusive Classrooms

Abstract

With an increase in the prevalence of autism spectrum disorders (ASDs) and the importance of providing inclusive educational settings, it is important for all teachers to utilize strategies that support learners’ needs. Due to the complexity of their needs, some students with ASD struggle with transitions within and across activities in schools. Transitions are defined as a change in activities or settings such as moving from one activity to another or moving from one step of an activity to the next. There are many strategies to support transitions in an inclusive classroom, however many of these strategies are traditionally associated with special education, and general education teachers may not feel prepared to implement them. This article focuses on possible applications of video modeling to support daily transitions in inclusive classrooms.