Should College Instructors Reveal Their High Functioning Autism in the Classroom?

Autor/inn/en	Kaupins, Gundars; Chenoweth, Tim; Klein, Felice
Titel	Should College Instructors Reveal Their High Functioning Autism in the Classroom?
Quelle	In: Journal of Education for Business, 95 (2020) 8, S.534-540 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2020.1716204
Schlagwörter	College Faculty; Autism; Pervasive Developmental Disorders; Self Disclosure (Individuals); Asperger Syndrome; College Students; Student Attitudes; Student Evaluation of Teacher Performance; Gender Differences + Suchen Sie Ihr Suchwort? Fakultät; Autismus; Asperger-Syndrom; Collegestudent; Schülerverhalten; Geschlechterkonflikt
Abstract	College instructors with highly functional autism, also known as Asperger's, can have difficulty interacting with students. To mitigate the potentially reduced teaching ratings, college instructors must decide whether to reveal their condition to the students. Using a survey of 393 university business students, the hypothesis was that instructors who revealed that they have Asperger's at the beginning of instruction will receive higher ratings from students. Evidence suggests that ratings were higher when instructors revealed they had Asperger's, rather than displaying characteristics typical of Asperger's without revealing. This effect only was found for male students. The findings of this study suggest that instructors with Asperger's should reveal their condition to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01