Supporting Students with an Autism Spectrum Disorder in Engineering: K-12 and Beyond

Autor/inn/en	Kouo, Jennifer L.; Hogan, Alexis E.; Morton, Sarah; Gregorio, Jay
Titel	Supporting Students with an Autism Spectrum Disorder in Engineering: K-12 and Beyond
Quelle	In: Journal of Science Education for Students with Disabilities, 24 (2021) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-9923
Schlagwörter	Students with Disabilities; Autism; Pervasive Developmental Disorders; Elementary Secondary Education; Higher Education; Educational Research; Supported Employment; Disproportionate Representation; Educational Strategies; Access to Education; Engineering Education; STEM Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Arbeitsförderungsmaßnahme; Lehrstrategie; Education; Access; Bildung; Zugang; Bildungszugang; Ingenieurausbildung; STEM
Abstract	Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives of engineering educators and suggested strategies aimed at supporting students with ASD in K-12 instruction and higher education. Additionally, recommendations regarding employment preparation and shifting the workplace environment to support individuals with ASD are presented. The available literature reveals limitations and implications for future research including the presentation of the voices of individuals with ASD across the spectrum. Furthermore, there continues to be work that must be done to prepare educators, employers, peers, and colleagues to better understand the disability and support individuals with ASD in all contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01