Challenges and Approaches for Creating Inclusive Field Courses for Students with an Autism Spectrum Disorder

Autor/inn/en	Lang, Nicholas P.; Persico, Lyman P.
Titel	Challenges and Approaches for Creating Inclusive Field Courses for Students with an Autism Spectrum Disorder
Quelle	In: Journal of Geoscience Education, 67 (2019) 4, S.345-350 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2019.1625996
Schlagwörter	Autism; Pervasive Developmental Disorders; Barriers; Inclusion; Geology; Experiential Learning; Accessibility (for Disabled); Stimuli; Student Needs; Coping; Social Support Groups; Teaching Methods; Teacher Role; Peer Influence; Student Attitudes; Institutional Characteristics; Undergraduate Students; Earth Science; Pennsylvania + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Historische Geologie; Experiental learning; Erfahrungsorientiertes Lernen; Accessibility; Zugänglichkeit; Anreizsystem; Bewältigung; Social support; Soziale Unterstützung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Schülerverhalten; Earth sciences; Geowissenschaften
Abstract	There has been little discussion regarding the design of geology courses (and programs) to be inclusive of students with an autism spectrum disorder (ASD). Here, we outline challenges instructors may encounter when teaching geology courses with field components that include students with an ASD and describe solutions we have found to be successful in creating effective learning environments. Our solutions center around (a) early and continual communication with the students and their support networks about upcoming course experiences and expectations, (b) clearly articulated and defined assignments, (c) creation of a steady and established learning environment, and (d) understanding and patience from course leaders and others involved in the class. Implementing these components will help improve the chances of success for all students in a course, regardless if they have an ASD. Ultimately, we encourage an ongoing conversation on how to best serve this growing segment of the college student population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01