Special Education M.A.

Year Approved


First Advisor

Koel-Turner, Charlene


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