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Full-Text Articles in Education
Systematic Literature Review Of Experiences And Supports For Students With Asd Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. Lopez, Mariya T. Davis
Systematic Literature Review Of Experiences And Supports For Students With Asd Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. Lopez, Mariya T. Davis
Special Education Faculty Publications
The following post hoc analysis examines cultural and/or linguistic information from a previous systematic literature review of 24 studies investigating demographic information, encounters, assists and suggestions of study participants enrolled in post-secondary education institutions with autism spectrum disorder (ASD). The analysis and discussion of results appeal for the need to not only include and focus on diversity but to refocus on cultural consciousness. Implications and future directions for research and for educator preparation programs are proposed.
A Systematic Review Of Firsthand Experiences And Supports For Students With Autism Spectrum Disorder In Higher Education, Mariya T. Davis, Gavin W. Watts, Eric J. López
A Systematic Review Of Firsthand Experiences And Supports For Students With Autism Spectrum Disorder In Higher Education, Mariya T. Davis, Gavin W. Watts, Eric J. López
Special Education Faculty Publications
As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences.
Comparison Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Melissa Bittner, Mariya T. Davis
Comparison Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Melissa Bittner, Mariya T. Davis
Special Education Faculty Publications
The Every Student Succeeds Act (ESSA, 2015) reinforces and clearly defines the requirement of school districts to use evidence-based practices (EBPs) to improve student outcomes. The ESSA requires schools to find, evaluate, and implement effective EBPs that support high-quality learning for all students, including those with autism spectrum disorder (ASD). It is necessary for teachers to use identified EBPs when developing individualized education programs and providing necessary interventions for students with ASD. The purpose of this article is to: (a) examine EBPs determined by two national organizations (i.e., National Professional Development Center, National Standards Project Phase 2), (b) compare overlapping …