These directors represented their institution and answered surveys sent out to them via email. The institutions were randomly selected and they included two-year public, four-year public, and four-year private institutions. The sample used were the Directors of Disability Resources from 469 non-profit postsecondary institutions. Furthermore, the author describes reasonable accommodations as accommodations that maintain academic integrity standards. Such examples of reasonable accommodations would be extended testing time, a testing center tailored specifically to the tester’s needs, and note-taking for students who have a disability. ![]() The idea of “reasonable accommodations” is specifically highlighted by the researcher so that the accommodations given are within reason and do not give students an advantage and so that academic values are maintained. 5) through the utilization of support services. The Americans with Disabilities Act constitutes accommodations as being a means for “an individual with a disability to enjoy equal opportunities” (p. The purpose of this study is to examine how four year public, four year private, and two year public postsecondary institutions are promoting the academic success of students with Autism Spectrum Disorder (ASD) Implications for practitioners working in postsecondary environments and future research are discussed. The existence of peer mentoring programs was the strongest predictor of whether or not an institution had ASD-specific services. Over 90% of institutions use academically focused accommodations (e.g., extended exam time), but only 44.7% of institutions provided sensory accommodations and 28.3% of institutions offered ASD-specific services. This study used predictive modeling to isolate factors that are strong indicators of whether or not and institution provided ASD-specific programs.Ĭonclusion: Findings indicate that although students with ASD are more likely to attend two-year public institutions, there are no differences in accommodations or student support services by institution type. Method: Using a randomly selected, nationally representative sample of postsecondary institutions (n =1,245 response rate 38.8% return rate 41.9%), this study explored enrollment trends of students with ASD and the types of reasonable accommodations and support services offered to those students. Objective: The purpose of this study was to examine how postsecondary institutions are fostering the academic success of students with ASD. Yet, we know little about what types of accommodations or services disability resource providers employ to support students with ASD. ![]() Introduction: Students with Autism Spectrum Disorder (ASD) are participating in postsecondary education at an increasing rate.
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