Material Detail

Typically, educational professionals focus on how to help students better access what is considered ‘typical’ learning (Ong-Dean, 2005). This is considered ‘deficit thinking,’ or thinking that defines a diagnosis by its challenges, in order to treat, fix, or minimize specific features of a student’s disability. This kind of approach to education is challenging for autistic students. This article will explore how educators can move away from this kind of pathological approach to better help autistic students succeed academically.

This will delete the comment from the database. This operation is not reversible. Are you sure you want to do it?

Thank you for reporting a broken "Go to Material" link in MERLOT to help us maintain a collection of valuable learning materials.

If you feel this material is inappropriate for the MERLOT Collection, please click SEND REPORT, and the MERLOT Team will investigate. Thank you!

You are being taken to the material on another site. This will open a new window.

Do not show me this again