Higher Education and Asperger's Syndrome

Autor/in	Hughes, Jennifer Lynn
Titel	Higher Education and Asperger's Syndrome
Quelle	In: Chronicle of Higher Education, 55 (2009) 40, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Stellungnahme; Asperger Syndrome; Academic Accommodations (Disabilities); Higher Education; Related Services (Special Education); Federal Legislation + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bundesrecht
Abstract	Asperger's syndrome, first listed in the American Psychiatric Association's manual of mental disorders in 1994, affects two to six of every 1,000 Americans, according to the National Institutes of Health. People who have the disorder often have social difficulties, verbal and nonverbal communication problems, and repetitive and restricted activities. Students with Asperger's are often seen as eccentric or odd, but many have a normal or higher-than-average IQ, as well as an exceptional talent in one specific area--traits that make them likely to want to attend college. For such students, however, college presents significant challenges related to adjustment, organization, and social interaction. They often experience sensory overload and misunderstandings because of their overly literal thinking. In this article, the author advocates that the more educated and aware a campus is about the needs of students with Asperger's syndrome, the better their changes of succeeding in college. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10