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Dissertation/Thesis Abstract

Assessing the readiness of higher education to instruct and support students with Asperger's Disorder
by Ellison, L. Marc, Ed.D., Marshall University, 2013, 103; 3557253
Abstract (Summary)

This study explores the current ability of higher education to effectively educate and support college students diagnosed with Asperger's Disorder. As the prevalence of autism spectrum disorders increased dramatically during the past decade, it is estimated that tens of thousands of individuals diagnosed with Asperger's Disorder are preparing to enter colleges and universities in the United States. Emerging research details specific service systems and resources necessary to effectively educate and support college students with Asperger's Disorder. Public, four-year institutions of higher education were surveyed (N=578) to assess their current readiness to use identified best-practice methods of support with this student population. Participants (n=230) reported traditional on-campus disability service programs serve as the primary provider of academic, social and communication, and independent living supports for college students with Asperger's Disorder. A minority of institutions reported specialized services developed to meet the unique needs of this student population.

Indexing (document details)
Advisor: Cunningham, Michael
Commitee: Hermon, David, Nicholson, Barbara, Reed, Melisa
School: Marshall University
Department: Educational Leadership
School Location: United States -- West Virginia
Source: DAI-A 74/08(E), Dissertation Abstracts International
Subjects: Educational leadership, Social studies education, Higher education
Keywords: Asperger's disorder, Autism spectrum disorders, Disability services, Higher education, Support students
Publication Number: 3557253
ISBN: 978-1-303-00185-7
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