Scientists at UNC’s Frank Porter
Graham Child Development Institute (FPG) report that high school students with
autism can learn under Common Core State Standards (CCSS), boosting their
prospects for college and employment. Newly published recommendations from
FPG’s team also provide strategies for educating adolescents with autism under
a CCSS curriculum.
“The number of students with autism
who enter high school settings continues to grow,” said Veronica P. Fleury,
lead author and postdoctoral research associate with FPG’s Center on Secondary
Education for Students with Autism Spectrum Disorders. “Many educators may find
that they’re not prepared to adapt their instruction to meet both state
standards and the diverse needs of these students.”
In 2010, the National Governors
Association Center for Best Practices and the Council of Chief State School
Officers released the CCSS for English and mathematics in an effort to better
prepare students for college and careers. According to Fleury, the greater
demand for a technologically advanced workforce also makes academic skills now
even more essential for high school graduates.
“But the college enrollment of people
with autism is among the lowest for all categories of disabilities,” Fleury
added. “In addition, less than 40% of the population with autism is
employed—and most of those with jobs only work part-time, without benefits.”
However, she said that academic
performance in high school plays an important role in opportunities both for a
college education and employment. Yet, while the CCSS outlines expectations of
what educators should teach, it provides no guidance on how to teach these
skills to students with or without autism.
Fleury believes that the most
effective high school instruction necessitates understanding the complex
profile of students with ASD, who possess both strengths and weaknesses.
People with autism have some social
deficits and may process language at a slower rate, she said, while many also
have enhanced visual processing. Some may have difficulty learning to make
calculations, but others are mathematically gifted.
“It’s extremely hard to draw general
conclusions about academic performance for these students,” Fleury said. “But
adolescents with autism often do have difficulties comprehending texts, and
many find writing a burdensome task.”
Fluery added that work in STEM fields
(science, technology, engineering, and math) are replacing manufacturing jobs
and may provide viable opportunities for many people with ASD. She said people
with autism often gravitate to these fields in college, highlighting the need
to equip them as high school students with skills that will enable them to
compete and achieve.
“While the very structure of high school
poses challenges for students with autism, being able to anticipate and
understand activities, schedules, and expectations can improve their ability to
respond to classroom demands,” she said. “Establishing routines and creating
written schedules also helps.”
In a new article in Remedial
and Special Education, Fleury and her co-authors recommended several strategies to
educate students with ASD effectively, including exposing them to assignments
before presenting the work in class. The researchers also noted a variety of
techniques for delivering the highly explicit instruction that teenagers with
autism require, such as teaching mnemonic devices for remembering steps in a
task.
“High school students with ASD also
need ample opportunities to practice skills across settings throughout the
school day,” she said. “And teaching them to monitor their own behavior can
help them to use their skills in a variety of settings.”
Fleury added that because there is a
strong link between social and academic skills, new research should focus on
developing interventions for students with autism that can address both areas
of need together.
“We know that when students with autism receive appropriate
instruction and supports, many of them are capable of learning academic content
that is aligned with state standards,” she said. “And better academic
performance often leads to a more successful outcome after high school.”
Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education”
2-page synopsis
full text
This article is from the new special issue of Remedial and Special Education: Autism, Adolescence, and High School, guest edited by Kara Hume, co-principal investigator, FPG’s Center on Secondary Education for Students with Autism Spectrum Disorder. Links to the contents and short summaries of the articles are below.
Introduction to the Special Issue
“Applying an Implementation Science Framework for Adoption of a Comprehensive Program for High School Students With Autism Spectrum Disorder”
2-page synopsis
full article
“Supporting Independence in Adolescents on the Autism Spectrum”
2-page synopsis
full text
“Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders”
2-page synopsis
full article
“The Roles and Needs of Families of Adolescents With ASD”
2-page synopsis
full article
“Equipping Youth With Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships”
2-page synopsis
full article
Visit FPG’s Center on Secondary Education for Students with Autism Spectrum Disorder
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