Supporting Students on the Autism Spectrum

Acknowledgments Introduction ONE Autism Spectrum Disorder: What Librarians and Staff Need to Know Cognitive Traits and Characteristics Social Skills and Communication Styles Motor Skills and Repetitive Behaviors Needs When Transitioning to College Student Success Conclusion: What Does This Mean for Libraries? TWO Sensory Issues, Physical Environment, and Library Spaces How Students with ASD Use the Library Students with ASD and the Physical Library Universal Design in Higher Education: Physical Spaces Providing Spaces to Meet the Needs of Students with ASD Strategies and Ideas Conclusion THREE Research Help (and Beyond) Social Aspects of Research Assistance Beyond the Reference Desk Executive Functioning Specific Strategies Conclusion FOUR Library Instruction Academic Strengths and Weaknesses of Students with ASD Universal Design for Instruction One-Shot Instruction Full/Credit-Bearing Courses Teaching Online Conclusion FIVE Student Employees with ASD in the Library Job Outlook for Individuals with ASD Students with ASD as Employees Supporting Student Workers with ASD Strategies for Supervisors Conclusion SIX Outreach, Support, and Staff Training: Working across Campus to Support Students with ASD The Need for ASD Awareness Academic Accommodations and Supports for Students with ASD Nonacademic Supports for Students with ASD The Role of the Academic Library in Academic and Nonacademic Supports Conclusion Appendix A Handout for Library Employees Appendix B Handout to Help Students Navigate the Library References Index