Assessments of reading ability were conducted before and after exposure to ERP on word reading, accuracy, rate, phonemic awareness, vocabulary, and reading comprehension. Participants were exposed to ERP in one of two conditions, table-top instruction (TTI) or computer-assisted instruction (CAI), for one full school semester. There were between 2 and 8 students per school, and 31 students in total. Nine schools were randomized into two groups. A between-groups design was used to investigate the Edmark® Reading Program (ERP) across inclusive school settings, and self-contained classrooms, to compare its efficacy in basic teaching reading outcomes using both table-top and software format. Therefore, it is important that students with special education needs, such as autism spectrum disorder can access general education in inclusive environments. Every child has the right to access the education curriculum in their least restrictive environment.
