Wednesday, 7 November 2012

Intellectually capable but socially excluded? A review of the literature and research on students with autism in further education

an article by Nick Chown (Independent Scholar, Market Harborough, UK) and Nick Beavan (Independent Scholar, Wolverhampton, UK) published in Journal of Further and Higher Education Volume 36 Number 4 (November 2012)


As autism is a social learning disability it is a disadvantage in any social setting such as a classroom.

The 1990s saw a surge of young people diagnosed with autism who are now approaching college age; indeed there is evidence that students with autism are becoming a significant cohort in further education.

However, anecdotal evidence suggests that such students are often the subject of substantial barriers due to a general lack of awareness and understanding of autism, and its educational implications.

We report here the results of our review – for the Dudley College – of literature and research relating to autism in further education.

After setting the scene, we highlight key research findings and guidance from the literature on how to break down barriers.

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