Parenting my son and addressing his educational needs and experiences has caused me to reevaluate my own professional ability to be open-minded enough to help all students be successful on our campuses. As professionals in higher education, we are consistently being challenged to assess and reevaluate the relationship between our teaching and administrative styles in tandem with our students’ learning styles. I am no exception. What has triggered this reevaluation? My son is extremely gifted, healthy, and can be described as otherwise “normal.” What makes him, and every other student like him, unique is that he is an autistic person; more specifically, he has been diagnosed with Asperger’s Syndrome (AS). My perspective on student learning has undergone reevaluation due to my need to help him navigate the world around us.
Asperger’s Syndrome is described by Ca...
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... have a conversation, you can have a relationship." Language, Speech, and Hearing Services in the Schools, 35, 283-290.
Jamieson, J. & Jamieson, C. (2004). Managing asperger syndrome at college and university: A resource for students, tutors and support services. London: David Fulton Publishers.
Jekel, D., & Loo, S. (2002). So you want to go to college: Recommendations, helpful hints, and
suggestions for success at college. Watertown, MA: Asperger's Association of New England.
Lord, C. (2000). Achievements and future directions for intervention research in communication
and autism spectrum disorders. Journal of Autism and Developmental Disorders, 30, 391- 396.
Ozonoff, S., Dawson, G., & McPartland, J. (2002). A parent’s guide to asperger syndrome and high-functioning autism: How to meet the challenges and help your child thrive. New York: Guilford.
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