Autism for the Professions: One University, Three Colleges and One Undergraduate Course

Autor/inn/en	Carlson, Mary; Krueger, Wendy; Van Hecke, Amy
Titel	Autism for the Professions: One University, Three Colleges and One Undergraduate Course
Quelle	In: Journal of Professional Capital and Community, 8 (2023) 3, S.256-268 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carlson, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9548
DOI	10.1108/JPCC-03-2023-0018
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Best Practices; Undergraduate Students; Knowledge Level; Attitude Change; Interdisciplinary Approach; Teamwork; Diversity; Service Learning; Cooperative Learning; Allied Health Occupations Education; Inclusion; Attitudes toward Disabilities; Team Teaching; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wissensbasis; Attitudinal change; Einstellungsänderung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Service-Learning; Kooperatives Lernen; Inklusion; Teamteaching
Abstract	Purpose: This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the complex demands of education and treatment for children with autism spectrum disorder (ASD). Design/methodology/approach: The three authors created and taught a class on best practices in autism nine times. The authors assessed the knowledge base and attitudinal changes of undergraduates (most in psychology, speech pathology and audiology, and education) for two of the nine cohorts who were being prepared to work with individuals with ASD. Findings: Pre- and postmeasures indicated significant improvement in knowledge and a predisposition to working in interdisciplinary teams. Anecdotally, a number of students indicated in course evaluations that this was their best undergraduate course. Practical implications: The program development and research have pertinent implications for faculty who are preparing students for professions in which teamwork will be expected, for faculty preparing students to work with individuals with ASD and for any faculty who wish to engage in cross-disciplinary, collaborative teaching. Originality/value: This is a unique look at best practices of college course development and best practices of the multiple professional fields for which students were being prepared. It was done across three different colleges within a university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01