Bibliographic Details
| Title: |
Autistic-Centered Program Development and Assessment Practices (Practice Brief). |
| Authors: |
Peña, Edlyn Vallejo1 epena@callutheran.edu, Gassner, Dena2 denagassner@mail.adelphi.edu, Brown, Kirsten R.3 kbrown@edgewood.edu |
| Source: |
Journal of Postsecondary Education & Disability. Fall2020, Vol. 33 Issue 3, p233-240. 8p. |
| Subject Terms: |
*College student development programs, *Student affairs services, Community-based participatory research |
| Abstract: |
The authors of this article invite disability and student affairs professionals to engage autistic college students and colleagues in program development and assessment efforts. Ten strategies to construct student support programs and assessment designs are provided that are inclusive of autistic students, staff, and faculty input and participation from start to finish. Recommendations by Dena, an autistic social scientist/co-author, are embedded within the strategies to provide a neurodivergent perspective. Together, these strategies are grounded in principles of community-based participatory research, neurodiversity, and autistic expertise. [ABSTRACT FROM AUTHOR] |
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Copyright of Journal of Postsecondary Education & Disability is the property of Association on Higher Education & Disability (AHEAD) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
