Special Interest Areas and Employment Skills Programming for Secondary Students with Autism

Autor/inn/en	Bross, Leslie Ann; Travers, Jason C.
Titel	Special Interest Areas and Employment Skills Programming for Secondary Students with Autism
Quelle	In: TEACHING Exceptional Children, 50 (2017) 2, S.74-83 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059917730846
Schlagwörter	Autism; Pervasive Developmental Disorders; Secondary School Students; Student Interests; Barriers; Student Needs; Skill Development; Career Readiness; Job Skills; Adolescents; Transitional Programs; Individualized Education Programs; Preferences; Needs Assessment; Observation; Scheduling; Individualized Instruction; Planning; Program Evaluation; Program Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Sekundarschüler; Studieninteresse; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individualized education program; Individualisierendes Lernen; Bedarfsermittlung; Beobachtung; Disposition; Individualisierender Unterricht; Ablaufplanung; Planungsprozess; Programme evaluation; Programmevaluation
Abstract	Many students with autism spectrum disorder (ASD) have specialized interests and passions that are highly reinforcing. Such special interest areas (SIAs) are more than mere hobbies or simple curiosities. Rather, the SIAs of an individual with autism may be characterized by (a) significant depth and breadth of knowledge about the area, (b) difficulty attending to other important information in the environment due to preoccupation with the area, (c) engagement in prolonged periods of study related to the area, and (d) a strong intensity in focus uncommon for neurotypical peers. Although an SIA may sometimes be perceived as a barrier to learning academic skills, incorporating the interest into transition planning and employment skill training promotes a strengths-based approach. Capitalizing on student SIAs may benefit individuals with ASD while advancing an understanding and acceptance of neuro diverse individuals. This article proposes a a four-step process to provide school-based opportunities aligned with a student's SIA to improve the skills necessary for gainful employment before and after high school graduation. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01