Susan B. Asselin

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This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities; however, group differences suggest(More)
BACKGROUND There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. AIMS The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. METHODS A mixed methods approach was(More)
Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level(More)
This post hoc study examines the reasons attributed to graduating from or dropping out of a rural high school in southwestern Virginia by four white males identified as learning disabled. Through participant interviews supported by archival data and essential informant interviews, a picture emerges of an ongoing process in which interactions with adults(More)
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