Perceiving the Social Unknown: How the Hidden Curriculum Affects the Learning of Autistic Students in Higher Education

Autor/in	Byrne, Joshua P.
Titel	Perceiving the Social Unknown: How the Hidden Curriculum Affects the Learning of Autistic Students in Higher Education
Quelle	In: Innovations in Education and Teaching International, 59 (2022) 2, S.142-149 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byrne, Joshua P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2020.1850320
Schlagwörter	Hidden Curriculum; Autism; Pervasive Developmental Disorders; Undergraduate Students; Peer Relationship; Cooperative Learning; Teacher Student Relationship; Supervisor Supervisee Relationship + Suchen Sie Ihr Suchwort? Heimlicher Lehrplan; Autismus; Peer-Beziehungen; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In autism research, the impact of the hidden curriculum within higher education remains neglected. The published experiences of undergraduate and postgraduate students with Autism Spectrum Disorder indicate that social issues present a universal problem for this demographic. By being less able to take advantage of the social aspects of their courses, such as interactions with peers and supervisors, autistic students could be left at a disadvantage in their current studies and beyond. Opening formal research questions into the impact of the hidden curriculum on the learning experience of autistic students in higher education are required to highlight this issue. Investigating the most effective forms of hidden curriculum access could provide better insight into how support can be personalised to the needs of these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01