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Helping both college faculty and student affairs staff enlarge
their understanding of the experiences of students on the autism
spectrum, this book provides guidance on putting supports in place
to increase college success. Uniquely, the authors bring the
perspective of neurodiversity to this work. Many individuals on the
autism spectrum have been stigmatized by the diagnosis and
experience autism as a negative label that brings with it
marginalization and barriers through an emphasis on deficits.
Autistic self-advocates within the neurodiversity movement are
leading the charge to rethinking autism as neurodiversity, and to
celebrating autism as central to identity. Neurodiversity is not a
theory or a way of being, it is a fact, and neurological diversity
should be valued and respected along with any other human variation
such as race, ethnicity, gender, and sexuality. The book provides
the practical guidance needed to help neurodivergent students
succeed, with chapters that address a variety of key issues from
the transition to college to career readiness after graduation. The
authors address support services, faculty and staff roles, and
enhancing academic success. They also cover navigating the social
demands of college life, working with families, and mental health.
The final chapter brings it all together, describing the elements
of a comprehensive program to help this student population succeed.
Difficulties with social interaction and communication are one of
the defining characteristics of autism and often persist into
adulthood. It can be assumed that difficulties with social
interaction and communication may also impact college success, both
socially and academically. But the answer for these students is not
necessarily to try to "fix" these issues, since the fact that these
students have been admitted to a degree-granting program shows that
they can be successful students. Instead, there should be an
emphasis on helping faculty, staff, and students understand the
diversity of human behavior while helping autistic students achieve
college success through a support system and by providing
accommodations and services when needed.
Helping both college faculty and student affairs staff enlarge
their understanding of the experiences of students on the autism
spectrum, this book provides guidance on putting supports in place
to increase college success. Uniquely, the authors bring the
perspective of neurodiversity to this work. Many individuals on the
autism spectrum have been stigmatized by the diagnosis and
experience autism as a negative label that brings with it
marginalization and barriers through an emphasis on deficits.
Autistic self-advocates within the neurodiversity movement are
leading the charge to rethinking autism as neurodiversity, and to
celebrating autism as central to identity. Neurodiversity is not a
theory or a way of being, it is a fact, and neurological diversity
should be valued and respected along with any other human variation
such as race, ethnicity, gender, and sexuality. The book provides
the practical guidance needed to help neurodivergent students
succeed, with chapters that address a variety of key issues from
the transition to college to career readiness after graduation. The
authors address support services, faculty and staff roles, and
enhancing academic success. They also cover navigating the social
demands of college life, working with families, and mental health.
The final chapter brings it all together, describing the elements
of a comprehensive program to help this student population succeed.
Difficulties with social interaction and communication are one of
the defining characteristics of autism and often persist into
adulthood. It can be assumed that difficulties with social
interaction and communication may also impact college success, both
socially and academically. But the answer for these students is not
necessarily to try to "fix" these issues, since the fact that these
students have been admitted to a degree-granting program shows that
they can be successful students. Instead, there should be an
emphasis on helping faculty, staff, and students understand the
diversity of human behavior while helping autistic students achieve
college success through a support system and by providing
accommodations and services when needed.
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