Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education

Autor/inn/en	Fleury, Veronica P.; Hedges, Susan; Hume, Kara; Browder, Diane M.; Thompson, Julie L.; Fallin, Kathy; El Zein, Farah; Reutebuch, Colleen Klein; Vaughn, Sharon
Titel	Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education
Quelle	35 (2014) 2, S.68-79 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0741932513518823
Schlagwörter	Autism; Pervasive Developmental Disorders; Secondary Education; Academic Achievement; Intervention; Student Characteristics; Cognitive Ability; Reading Achievement; Writing Achievement; Mathematics Achievement; STEM Education; Teaching Methods; Educational Strategies; Alternative Assessment; Academic Accommodations (Disabilities); Theory of Mind; Intelligence Tests; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Autismus; Sekundarbereich; Schulleistung; Denkfähigkeit; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Intelligence test; Intelligenztest
Abstract	The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development. [This paper was published in "Remedial and Special Education" (EJ1021012).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01