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First published online March 4, 2014

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

Abstract

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.

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Published In

Article first published online: March 4, 2014
Issue published: March/April 2014

Keywords

  1. autism spectrum disorder
  2. secondary education
  3. academic achievement
  4. intervention
  5. alternate achievement

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© Hammill Institute on Disabilities 2013.
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History

Issue published: March/April 2014
Published online: March 4, 2014

Authors

Affiliations

Veronica P. Fleury, PhD
University of North Carolina at Chapel Hill, USA
Susan Hedges, MA
University of North Carolina at Chapel Hill, USA
Kara Hume, PhD
University of North Carolina at Chapel Hill, USA
Diane M. Browder, PhD
University of North Carolina, Charlotte, USA
Julie L. Thompson, MEd
University of North Carolina, Charlotte, USA
Kathy Fallin, MEd
University of North Carolina, Charlotte, USA
Farah El Zein, MEd
The University of Texas, Austin, USA
Colleen Klein Reutebuch, PhD
The University of Texas, Austin, USA
Sharon Vaughn, PhD
The University of Texas, Austin, USA

Notes

Veronica P. Fleury, FPG Child Development Institute, University of North Carolina at Chapel Hill, CB #8040, Chapel Hill, NC 27599–8040, USA. Email: [email protected]

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