Autism Annotated Bibliography

Annotated Bibliography

Van Hees, V., Moyson, T., & Roeyers, H. (n.d). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal Of Autism And Developmental Disorders, 45(6), 1673-1688.

The authors of this article begin by defining autism spectrum disorder. There has been significant increase in ASD cases have occurred in the past 10 years, and many of these students are enrolling in a higher education institution. Autism presents challenges, in general, but students that enroll in a higher education institution are at risk of other issues. The article discusses these challenges as well as the transition from high school to college from actual students with autism. Using these challenges,

the authors have crafted support recommendations to help students with autism with this transition.

This resource will serve as a resource for defining autism as well as evidence of challenges that students with autism face. We will examine how to better serve this growing population at the higher education level and use their recommendations to craft recommendations of our own.

Mitchell, W., & Beresford, B. (2014). Young people with high-functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition?. British Journal Of Special Education, 41(2), 151-171.

This article focuses on high-functioning autism and Asperger’s students and the transition from high school to college. They go over the lack of awareness and understanding that staff and student experience when dealing with a student of autism. It gives steps that the student, parents, and staff can participate in that will help the student be successful in the transition.

This article will help support different counseling and helping procedures. We will be able to use this information to help staff be prepared when working with students at a college or university level.

Ackles, L., Fields, H., & Skinner, R. (2013). A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing. Journal Of College & University Student Housing, 39/40(2/1), 200-212.

Soon 500,000 students with autism will reach adulthood, many of these students will enroll in a higher education institution. Housing staff and higher education professionals are undereducated on autism spectrum disorder, so training must occur on the challenges these students face daily. Students with autism can hide away in their residence hall and hurt their socialization, but could also be intimidated by social interactions to cause breakdowns. This article presents tips for serving these students in the campus housing setting.

We plan to use this resource as evidence that training is vital to working with students, but also working with students with sensitive disorders.

This also exhibits why students with autism should be evaluated on an individual basis when assigning campus housing.

Couzens, D., Poed, S., Kataoka, M., Brandon, A., Hartley, J., & Keen, D. (2015). Support for Students with Hidden Disabilities in Universities: A Case Study. International Journal Of Disability, Development & Education, 62(1), 24-41.

While many universities are seeking to attain increasing diversity student populations; some colleges are not equipped to support students with hidden disabilities. Hidden disabilities are disabilities that we can not identify with our eyes. This article addresses how we contact these student and finding the most effective way to address their individual issues.

This resource will allow us to demonstrate the different difficulties students deal with while in college. Also, will help share that many students with hidden disabilities need support no matter how severe their condition.

Gee, N. (2012). Disability and difference in higher education: be prepared for what you can't know. Diversity & Equality In Health & Care, 9(2),

151-155.

This resource focuses on students that have autism spectrum disorder, but has not been identified. ASD is often overlooked or avoided, but professions must know how to identify to better serve.

We will use this resource as an example of how to deal with students with ASD that have not been identified by a medical profession.

Gelbar, N. W., Smith, I., & Reichow, B. (n.d). Systematic Review of Articles Describing Experience and Supports of Individuals with Autism Enrolled in College and University Programs. Journal Of Autism And Developmental Disorders, 44(10), 2593-2601.

The number of individuals with higher-functioning Autism spectrum disorder has risen and the number of those individuals seeking to attend institutions are also likely to increase. Anxiety, loneliness, and depression are the top experiences the students deal with.

This information will serve as why we need to have academic and non-academic accommodations for the students.

Dente, C. L., & Coles, K. P. (2012). Ecological Approaches to Transition Planning for Students with Autism and Asperger's Syndrome. Children & Schools, 34(1), 27-36.

The authors declare that students on the autism spectrum have a need for social workers during the transition from high school to college. Parents of these students are great advocates, but often hinder their students development. Disability offices are great contacts, but are not legally required to offer all accommodations to students with autism.

This resource will serve as evidence to support the need for a team behind a higher education student with autism.

Charman, T., & Stone, W. L. (Eds.). (2008). Social and communication development in autism spectrum disorders: early identification, diagnosis, and intervention. New York: Guilford, 35-53.

Editors Tony Charman, PhD, and Wendy Stone, PhD, have compiled the research of numerous leading experts in the field of Autism and Behavioral Disorders in order to provide a valuable resource to individuals who wish to learn more about the early signs found in children with autism spectrum disorders (ASD), and the beneficial interventions which can improve their learning outcomes.

This particular source was an excellent reference point for our group as it helped us understand the process in which experts recognize ASD in young children. Although most children who fall on the autism spectrum are diagnosed between the ages of four and six years old, it is possible to be diagnosed as early as two years old or further into the individual’s adult years. In addition to this, the diagnostic criteria used to identify specific trajectories and slopes can change as the individual develops. There is no evidence that a specific treatment program will provide more effective results that hours of attention and encouragement from a mentor.

This is a supporting factor that individuals with ASD should be treated on a case-to-case basis, especially in terms of receiving disability services at colleges and universities and in the classroom.

Siegel, B. (2007). Helping children with autism learn: treatment approaches for parents and professionals: a guide to autistic learning disabilities and finding the right method for your child's learning style. New York: Oxford University Press, 377-407.

Bryna Siegel, PhD, outlines children who experience autism spectrum disorders (ASD), and what parents and professionals can expect when creating effective treatment programs and educational approaches within the classroom.

The author emphasises a unique approach to each individual who falls on the spectrum because each problem can be approached numerous ways to find a proficient solution. The author advocates that each individual experiencing ASD find a program or learning approach that works favorably for them. Siegel denotes that no two educational programs or teaching methods are the same, nor is there any program that is more effective than the other. When choosing a program, one must consider personal ability, necessary accommodations, and whether or not the curriculum is developmentally appropriate.

This source highlighted different approaches taken by schools, teachers, and aides that work closely with persons with ASD. While states offer equal educational opportunities to students, it is important for the individual to understand what their needs are when choosing a school or program. While mainstreaming students with ASD into normal learning environments can be beneficial to personal development, it can also be damaging if the students is not emotionally prepared. This type of frustration can cause the individual with ASD to exhibit problematic behavior or cause them to develop

anxiety.

This shows that while persons with ASD are capable of completing standard coursework within the school, it is important for the student to utilize programs, departments, or trained personnel available to them on campus that will lend support and help create a standard to which the students can maintain normality and achieve success.

Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism. Hoboken, NJ: Wiley, 290-293

Penned by Volkmar, an authority on autism, and Wiesner, a pediatric autism specialist, this book serves as a guide to parents or guardians on what they can expect when raising a child who identifies on the autism spectrum. In this particular source, the authors outline the expectations of what an individual with ASD should do to set themselves up for success when transitioning into a college or vocational program. Information included covers self-identification, the utilization of disability services, and the development of independent living skills.

This source lays the framework for student responsibility. While in previous years the parent or guardian may have been heavily involved in the educational process, it is now in the hands of the student to self-identity with the college and provide necessary paperwork that will allow them to benefit from college services, such as testing accommodations, peer mentors, and access to vocational training programs. Independent living skills receive special emphasis as students with more severe cases of ASD may need to seek additional resources to ensure that they form suitable self-care and study habits. In many cases, students who live on a residential campus will develop these skills at an accelerated rate.

This source was beneficial as it gave a snapshot of what some of the everyday struggles are for a student with ASD as they complete the registration and enrollment process. Furthermore, it provides a path for the student to understand the steps they need to take as they transition into an independent living environment. This reinforces the idea that accommodations for students who identify on the autism spectrum are beneficial and influence a welcome and engaging learning environment.