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ERIC Number: EJ1144609
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
Exceptional Faculty Members Who Responsively Teach Students with Autism Spectrum Disorders
Austin, Kimberly S.; Peña, Edlyn Vallejo
Journal of Postsecondary Education and Disability, v30 n1 p17-32 2017
The number of students with autism spectrum disorders (ASD) seeking admission into college is rising. Little research exists on how to meet the unique learning needs of this student population in higher education classrooms. The purpose of this qualitative research study was to document the ways in which supportive faculty members responsively approach students with ASD in their teaching roles. The findings of this study suggest that faculty members who were nominated as exceptional teachers and advisors to students with ASD drew from experiences of prior connections with individuals with disabilities, a belief in student abilities, setting high expectations for students, the development of caring relationships with students with ASD, an authentic passion for teaching, and a commitment to social justice. The pedagogical approaches entailed structured scaffolding, differentiated instruction, comprehensive accommodations, and collaborative institutional support. The outcomes of this study contribute new information to a paucity of research investigating faculty contributions to the success of students with ASD in higher education. This study pinpoints practical ways in which faculty members seek to help their students. Implications for practice and future research are discussed.
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A