Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education

被引：107

作者：

Fleury, Veronica P. ^{[1
]}

Hedges, Susan ^{[1
]}

Hume, Kara ^{[1
]}

Browder, Diane M. ^{[2
]}

Thompson, Julie L. ^{[2
]}

Fallin, Kathy ^{[2
]}

El Zein, Farah ^{[3
]}

Reutebuch, Colleen Klein ^{[3
]}

Vaughn, Sharon ^{[3
]}

机构：

[1] Univ N Carolina, Chapel Hill, NC 27599 USA

[2] Univ N Carolina, Charlotte, NC 28223 USA

[3] Univ Texas Austin, Austin, TX 78712 USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2014年 / 35卷 / 02期

关键词：

academic achievement; intervention; secondary education; autism spectrum disorder; alternate achievement; READING-COMPREHENSION SKILLS; HIGH-FUNCTIONING AUTISM; COMMON CORE; POSTSECONDARY EDUCATION; AGES; 7; STUDENTS; CHILDREN; LANGUAGE; ACHIEVEMENT; DISABILITIES;

D O I：

10.1177/0741932513518823

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development.

引用

页码：68 / 79

页数：12

共 83 条

[21] Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder [J].