Examining High School Placement Methodology With Strategies to Improve Students With Autism Outcomes
Program
Special Education M.A.
Year Approved
2017
First Advisor
Koel-Turner, Charlene
Abstract
Graduation statistics indicate that students with disabilities like Autism Spectrum Disorder (ASD) are now completing high school at an average rate of about 60 percent. The purpose of this literature examination and application is to analyze the methodologies and criteria for the placement of high school students with ASD, to explore the present best practices in the assessment and placement of these students, and to suggest strategies to improve individual outcomes. High schools across America follow clearly defined academic and legal parameters that rely on careful assessment, consistent accommodations, community support, and self-regulation but students are still being placed in classes that are not a match for their abilities. Teachers must not only modify curriculum but work together to structure a class where there is differentiated learning, in order to ensure students are placed where they will succeed. Research indicates that academic achievement is directly connected to accurate assessment, curriculum modification, differentiated instruction, and faculty flexibility.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Martin, E. (2017). Examining High School Placement Methodology With Strategies to Improve Students With Autism Outcomes [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/421