COURSE DESCRIPTION

Autism spectrum disorder (ASD) is a term that refers to several developmental disorders of the brain. Individuals with this disorder have varying degrees of behavioral problems, including repetitive behaviors and a lack of social skills. Some suffer from severe cognitive and intellectual disabilities and therefore require expensive, life-long care, but many do not. In fact, a very significant percentage of individuals with ASD are considered to be high-functioning, possessing at least average intelligence. Studies show that with proper guidance, high-functioning individuals with ASD are capable of operating as working members of society. Unfortunately many do not receive the necessary care and are not properly taught the social skills necessary to live as functioning members of society, even though they are capable of doing so.

Today many individuals with ASD are unable to take advantage of their full potential because they have not received the proper instruction necessary to teach them the skills that they desperately need. It is unfair that these individuals must suffer due to the faults of our education system. Effective curriculums focused on social skills and preparation for the workforce must be implemented.

 

WEEK 1

Focus: Overview of ASD

Relevance: Unfortunately many people are unfamiliar with what ASD is. Before someone can understand how to help adolescents with ASD learn, they must first understand the disorder. The first week of this course is meant to familiarize students with ASD to prepare them for the course.

Readings:

What Is Autism? (n.d.). Retrieved October 8, 2015, from https://www.autismspeaks.org/what-autism

  • This website is dedicated to ASD and it provides a simple overview of the disorder that can be read in a minute or two. It is a good way to introduce the topic to someone who does not know what the disorder is.

Autism Spectrum Disorder Fact Sheet. (2015, September 1). Retrieved October 5, 2015, from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

  • This article from the National Institute of Health website is meant to educate the public about ASD. It provides more details than the previous article and will be helpful to further familiarize students with the disorder.

Fakhoury, M. (2015). Autistic spectrum disorders: A review of clinical features, theories and diagnosis. International Journal of Developmental Neuroscience, 43, 70-77.

  • The review paper offers a general overview of ASD that is based off of the data that is currently available. It describes its symptoms and the criteria used to diagnose it, as well as prominent theories concerning what causes the disorder and the neurological reasons behind it. It is useful to read because it outlines what is currently known about ASD in an easily understandable way without going into too much detail.

 

WEEK 2

Focus: Challenging individuals with ASD to grow

Relevance: Individuals with ASD have the potential to improve in the areas they struggle with, yet many never do so. Educators must facilitate their development by implementing curriculums that challenge adolescents with ASD to develop the key skills necessary to function well in society.

Readings:

Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), 30-40.

  • In today’s world the majority of individuals with ASD are either perpetually unemployed or unable to hold a steady job, even though many such individuals do not suffer from intellectual disabilities. Fortunately there may be hope for future generations of those afflicted with this disorder. With an education designed specifically for the needs of children and adolescents with ASD, these individuals may be able to learn the skills necessary to function in our society. This review paper argues for an education focused on providing a seamless transition from secondary education to postsecondary education to the workforce. They propose that curriculums be rethought to adequately challenge individuals with ASD both mentally and socially. In addition to improved formal education they propose that individuals with ASD be provided with paid internships so that they are able to gain experience and build the confidence necessary to maintain employment once they formally enter the workforce after their educations are complete.

 

WEEK 3

Focus: Technology in the classroom

Relevance: Good social skills are essential to function well in society. Since one of the main characteristics of ASD is a lack of these skills, educators must emphasize the importance of helping children and adolescents with ASD develop their social abilities. Studies have demonstrated that the use of technology in the classroom is an effective and cost-efficient way of teaching social skills to individuals with ASD.

Readings:

Plavnick, J. B., Sam, A. M., Hume, K., & Odom, S. L. (2013). Effects of video-based group instruction for adolescents with autism spectrum disorder. Exceptional Children, 80(1), 67-83.

  • Even though studies report successfully teaching various social skills to individuals with ASD, the methods used in many studies are not realistically reproducible in the real world. There are a limited amount of resources available, and each child/adolescent with ASD cannot have an entire team of researchers dedicated to them. This specific study is promising because it was able to teach a group of four adolescents complex social skills using video-based group instruction techniques. The students seemed to retain the skills following the study, suggesting that they had successfully learned them and were not just copying what they saw on the screen.

 

WEEK 4

Focus: Supported employment

Relevance: One of the main suggestions from the paper assigned during the second week was providing assisted employment for individuals with ASD throughout their educations. This will help ensure that they are fully prepared to officially enter the workforce following their educations. The paper read this week further examines this concept.

Readings:

Mawhood, L., & Howlin, P. (1999). The outcome of a supported employment scheme for high-functioning adults with autism or Asperger syndrome. Autism, 3(3), 229-254.

  • This study assessed the effectiveness of supported employment for high-functioning adults with ASD. During the two year program, they found that people who received support were much more likely to successfully acquire and maintain jobs than those who did not receive it. Participants were of various ages and many either had no prior work experience or had been previously unable to maintain a job. This program demonstrates that many individuals with ASD are capable of being employed, as long as they have the proper support.