Abstract
This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Educational Psychology Commons, Other Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons