Essays On Autism In The Classroom

Essays On Autism In The Classroom-79
Elizabeth, for example, struggles with understanding if professors are being sarcastic or rhetorical.Uncertain, she often responds too much or too little.Access to society journal content varies across our titles.

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Those institutions generally offer fewer resources for students with autism.

If we are to meet the needs of neurodiverse students, public community colleges will need to lead the way.

A quiet exam room will not help students overcome those barriers.

The problems students with autism face are more insidious.

As autism scholars Ernst Van Bergeijk, Ami Klin and Fred Volkmar note, autism is a social disability.

The inherent qualities of autism -- resistance to change, sensitive sensory systems, weakness at reading social cues and a tendency to take language literally -- interfere with communication and social engagement.For contest guidelines and more information, click here.We use cookies and similar technologies to improve your browsing experience, personalize content and offers, show targeted ads, analyze traffic, and better understand you.But if autism is indeed a social disability, then denying the social needs of autistic students is inherently unreasonable.It would help if faculty members understood how autism affects learning. They juggle many demands, and professional development is often low on their to-do lists.But American professors are not required to modify their teaching style for disabled students, and colleges are not required to think about the social, communicative needs of any students, let alone those with autism.Those things are not considered reasonable accommodations.A 2015 Autism Speaks report found that only 30 percent of high school graduates with autism ever attend a two- or four-year college, and those that do fare poorly. The other, Margaret, teaches at California State University at Los Angeles, and -- in addition to being Elizabeth’s mother -- has worked with students on and off the spectrum.Research suggests that 80 percent of them never graduate. Together, we have seen the many ways that colleges fail students with autism.Furthermore, only 32 percent of high school graduates with autism find paying work within two years of graduating high school. Half of all individuals with autism have average or above-average intelligence. Federal legislation, including the Americans With Disabilities Act, mandates that colleges provide reasonable accommodations for disabled students.But common accommodations, such as providing a quiet exam setting, don’t adequately address the problems faced by many students with autism.

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