Encyclopedia of Autism Spectrum Disorders

Living Edition
| Editors: Fred R. Volkmar

Academic Skills

Living reference work entry
DOI: https://doi.org/10.1007/978-1-4614-6435-8_399-3


Academic skills have the same meaning within the field of autism as without; they refer to skills in subject areas that form the academic curriculum, available to all children in that country. Increasingly, children and young people within the autism spectrum are entitled to the skills, knowledge, and understanding available to others as a matter of human rights, although there may be problems in exercising these rights where there are additional inherent problems (such as language or intellectual difficulties) or behavioral difficulties. There are also common comorbid conditions that may occur with autism (such as specific learning difficulties: dyslexia, dyspraxia) that may cause particular academic difficulties. However, there are no reasons why individuals with autism should be excluded from any academic area as a result of their autism alone. There may be difficulties in accessing certain subjects because of the way they are taught or the physical or social context in...

This is a preview of subscription content, log in to check access.

References and Reading

  1. Bruner, J. S., & Feldman, C. (1993). Theories of mind and the problem of autism. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. Oxford: Oxford University Press.Google Scholar
  2. Evans, G. (2015). Outdoor adventure programmes: One young man’s experiences. Good Autism Practice, 16(1), 6–11.Google Scholar
  3. Gelbar, N., Smith, I., & Reichow, B. (2014). Systematic review of articles describing experience and supports of individuals with autism enrolled in college and university programs. Journal of Autism and Developmental Disorders, 44(10), 2593–2601.CrossRefPubMedGoogle Scholar
  4. Hewett, D. (2016). GRID algebra Association of Teachers of Mathematics.Google Scholar
  5. Jordan, R. (2008). Autism spectrum disorders: A challenge and a model for inclusion in education. British Journal of Special Education, 35(1), 11–15.CrossRefGoogle Scholar
  6. Jordan, R. (2009). Education and social integration of children and youth with autism spectrum disorders: Definition, prevalence, rights, needs, provision and examples of good practice. Strasbourg: Council of Europe.Google Scholar
  7. Kanner, L. (1943). Autistic disturbance of affective contact. Nervous Child, 2, 217–250.Google Scholar
  8. Losh, M., & Capps, L. (2003). Narrative ability in high-functioning children with autism or Asperger’s syndrome. Journal of Autism and Developmental Disorders, 33(3), 239–251.CrossRefPubMedGoogle Scholar
  9. Mesibov, G. B. (1986). A cognitive program for teaching social behaviors to verbal autistic adolescents and adults. In E. Schopler & G. B. Mesibov (Eds.), Social behaviour in autism. New York: Plenum Press.Google Scholar
  10. Murray, D., & Aspinall, A. (2006). Getting IT: Using information technology to empower people with communication difficulties. London: Jessica Kingsley.Google Scholar
  11. Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415–433.CrossRefPubMedGoogle Scholar
  12. Parsons, S., Guldberg, K., MacLeod, A., Jones, G., Prunty, A., & Balfe, T. (2011). International review of the evidence on best practice provision for children on the autism spectrum. European Journal of Special Needs, 26(1), 47–63.CrossRefGoogle Scholar
  13. Wing, L. (1988). The continuum of autistic characteristics. In E. Schopler & G. B. Mesibov (Eds.), Diagnosis & assessment in autism. New York: Plenum Press.Google Scholar

Authors and Affiliations

  1. 1.School of EducationUniversity of BirminghamEdgbaston, BirminghamUK