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)
Abstract
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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