The academic achievement of students with high-functioning (i.e., bright) Autism Spectrum Disorder (HFASD) is a largely unexamined area of development. While previous research has demonstrated individuals with HFASD have extremely variable performance on global measures of academic achievement, ranging from severely impaired to exceptional, there is little research that has attempted to describe their strengths and weaknesses in a given academic domain or how a diagnosis of autism may impact learning. To address these gaps, the overall aim of my research program examines two key questions:
Much of my work thus far has focused on the written expression skills of students with HFASD; however, my new research will begin to also focus on their mathematical abilities. I also examine several underpinnings of academic achievement, such as: oral language skill, focus and attention, theory of mind (i.e., the ability to understand minds) and integrative processing (i.e., the ability to combine disparate parts into a unified whole).
This course provides an introduction to teaching students with diverse learning support needs within the inclusive education context. Course content focuses on adapting classroom instruction and classroom environments to enhance learning for all students. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
Fall Term 2020 Winter Term 2021