Autistic-Centered Program Development and Assessment Practices (Practice Brief).
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| 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] |
| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153747022 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Autistic-Centered Program Development and Assessment Practices (Practice Brief). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Peña%2C+Edlyn+Vallejo%22">Peña, Edlyn Vallejo</searchLink><relatesTo>1</relatesTo><i> epena@callutheran.edu</i><br /><searchLink fieldCode="AR" term="%22Gassner%2C+Dena%22">Gassner, Dena</searchLink><relatesTo>2</relatesTo><i> denagassner@mail.adelphi.edu</i><br /><searchLink fieldCode="AR" term="%22Brown%2C+Kirsten+R%2E%22">Brown, Kirsten R.</searchLink><relatesTo>3</relatesTo><i> kbrown@edgewood.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Postsecondary+Education+%26+Disability%22">Journal of Postsecondary Education & Disability</searchLink>. Fall2020, Vol. 33 Issue 3, p233-240. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22College+student+development+programs%22">College student development programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+affairs+services%22">Student affairs services</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153747022 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 233 Subjects: – SubjectFull: College student development programs Type: general – SubjectFull: Student affairs services Type: general – SubjectFull: Community-based participatory research Type: general Titles: – TitleFull: Autistic-Centered Program Development and Assessment Practices (Practice Brief). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Peña, Edlyn Vallejo – PersonEntity: Name: NameFull: Gassner, Dena – PersonEntity: Name: NameFull: Brown, Kirsten R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 23797762 Numbering: – Type: volume Value: 33 – Type: issue Value: 3 Titles: – TitleFull: Journal of Postsecondary Education & Disability Type: main |
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