The number of individuals with autism spectrum disorder (ASD) who enter secondary schools and access the general education curriculum continues to grow. Many educators find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum of individuals with ASD, which has implications for postsecondary success. This article presents an overview of current knowledge of academic instruction for this population, specifically (a) how characteristics associated with ASD can affect 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 individuals who take alternate assessments based on alternate achievement standards. The article concludes by offering suggestions for future research and considerations for professional development.
Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., . . . Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial & Special Education, 35(2), 68–79. doi:10.1177/0741932518823
Autism Spectrum Disorders
Journal Article/Book Chapter
General Education Classroom Teacher