Accessibility and Students With Autism Spectrum Disorder

Academic Success ◽

Postsecondary Education ◽

Functional Limitations ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Federal Law ◽

Major Life ◽

Reasonable Accommodations ◽

This chapter contributes to important conversations about accessibility in higher education by examining legal issues that shape experiences of students with autism spectrum disorder (ASD). The chapter begins by outlining the relationship between reasonable accommodations and academic success. Then, it provides an overview of ASD in relation to postsecondary education. A substantive portion of the chapter delineates current legal topics, including federal law, case law, and Office of Civil Rights (OCR) letters. Functional limitations associated with ASD are social or sensory in nature. However, legal precedent in the United States defines the major life activity of learning in a manner that does not usually include these components, thereby limiting access to sensory and social accommodations. The chapter concludes by discussing Title IX and students with ASD that experience sexual assault, the value of neurodiversity, and future implications for accessibility as the number of students with ASD in postsecondary education increases.

Foundational Strategies for Elementary Students with Autism Spectrum Disorders

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol6.iss12.1272 ◽

2018 ◽

Vol 6 (12) ◽

pp. 227-241

Author(s):

Jennie L Long

Keyword(s):

Autism Spectrum Disorders ◽

Academic Success ◽

Elementary Students ◽

Elementary Classroom ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Evidence Based ◽

Students With Autism ◽

Spectrum Disorders

Throughout the literature there are discussions relevant to interventions and strategies that support elementary students diagnosed with an Autism Spectrum Disorder (ASD). There has not been discussion on types of strategies that are foundational and essential to have in place for the students upon entry into the elementary classroom. There is a lack of evidence research in the area of foundational supports that are essential and imperative for students with ASD to achieve academic success. The nine strategies discussed here are foundational. They are necessary supports that can then be built upon to design individual programming for each student with ASD. The nine evidence-based supports presented in this article represent specific categories based upon the most current research.

A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

Journal of Special Education Technology ◽

10.1177/0162643419854504 ◽

2019 ◽

Vol 35 (4) ◽

pp. 179-190 ◽

Cited By ~ 1

Author(s):

Laura Bassette ◽

Emily Bouck ◽

Jordan Shurr ◽

Jiyoon Park ◽

McKenzie Cremeans ◽

...

Keyword(s):

Postsecondary Education ◽

Single Case ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Future Research ◽

Advanced Mathematics ◽

Mathematical Problems ◽

Students With Autism ◽

The Impact

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.

WH Question Comprehension and Students With Autism Spectrum Disorder

Perspectives on School-Based Issues ◽

10.1044/sbi7.1.16 ◽

2006 ◽

Vol 7 (1) ◽

pp. 16-19

Author(s):

Beverly Vicker

Keyword(s):

Autism Spectrum ◽

Spectrum Disorder ◽

Students with autism spectrum disorder benefit when teachers use evidence-based classroom interventions

PsycEXTRA Dataset ◽

10.1037/e574782013-005 ◽

2013 ◽

Author(s):

L. A. Ruble ◽

J. H. McGrew ◽

M. D. Toland ◽

N. J. Dalrymple ◽

L. A. Jung

Keyword(s):

Autism Spectrum ◽

Spectrum Disorder ◽

Evidence Based ◽

Classroom Interventions ◽

Building Positive Relationships With Students With Autism Spectrum Disorder

PsycEXTRA Dataset ◽

10.1037/e610602009-001 ◽

2009 ◽

Author(s):

Kathrine M. Koehler-Hak ◽

Elyse Manteris ◽

Jennifer D. Ries

Keyword(s):

Autism Spectrum ◽

Spectrum Disorder ◽

Positive Relationships ◽

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

Informatics in school ◽

10.32517/2221-1993-2020-19-2-46-51 ◽

2020 ◽

pp. 46-51

Author(s):

M. V. Kolmakova

Keyword(s):

Inclusive Education ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Educational Organization ◽

Education Environment ◽

Students With Autism ◽

A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.