Date of Defense

4-24-2014

Date of Graduation

4-2014

Department

Special Education and Literacy Studies

First Advisor

Shaila Rao

Second Advisor

Elizabeth Whitten

Abstract

Autism Spectrum Disorders (ASD) belongs to a group of closely-related neurobiological disorders (Phetrasuwan, Miles & Mesibov, 2009). Incidence of this disorder is on the rise and is also seen as a topic of increasing concern, especially among educators and parents. Students with ASD need assistance from a variety of professionals in order to achieve academic success. To maintain effective communications between all involved parties, a collaborative plan must be put into place. An Individualized Education Plan (IEP) is an educational roadmap for students with disabilities. Although these important plans have many benefits such as providing students with their much needed educational supports, the process of deciding the types of supports that need to be included on an IEP may not be smooth. This paper will explore some of the difficulties that are often faced by educators in developing IEPs for students with ASD. Some of the more common concerns include writing appropriate goals and objectives with input from parents and where applicable, from students, and providing effective curriculum and instruction to help meet these goals so as to prepare students with ASD for an independent, productive future. Along with the previously stated issues, it will also discuss classroom and future perspectives of IEP complexities.

Access Setting

Honors Thesis-Open Access

Thesis defense.pdf (208 kB)
Powerpoint Presentation

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