ERIC Number: EJ1232096
Record Type: Journal
Publication Date: 2019
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1089-9995
EISSN: N/A
Challenges and Approaches for Creating Inclusive Field Courses for Students with an Autism Spectrum Disorder
Lang, Nicholas P.; Persico, Lyman P.
Journal of Geoscience Education, v67 n4 p345-350 2019
There has been little discussion regarding the design of geology courses (and programs) to be inclusive of students with an autism spectrum disorder (ASD). Here, we outline challenges instructors may encounter when teaching geology courses with field components that include students with an ASD and describe solutions we have found to be successful in creating effective learning environments. Our solutions center around (a) early and continual communication with the students and their support networks about upcoming course experiences and expectations, (b) clearly articulated and defined assignments, (c) creation of a steady and established learning environment, and (d) understanding and patience from course leaders and others involved in the class. Implementing these components will help improve the chances of success for all students in a course, regardless if they have an ASD. Ultimately, we encourage an ongoing conversation on how to best serve this growing segment of the college student population.
Descriptors: Autism, Pervasive Developmental Disorders, Barriers, Inclusion, Geology, Experiential Learning, Accessibility (for Disabled), Stimuli, Student Needs, Coping, Social Support Groups, Teaching Methods, Teacher Role, Peer Influence, Student Attitudes, Institutional Characteristics, Undergraduate Students, Earth Science
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A