Article 1 Matthews, N. L., Ly, A. R., & Goldberg, W. A. (2014). College Students’ Perceptions of Peers with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(1), 90–99. doi:10.1007/s10803-014-2195-6

When considering best classroom instructional strategies and classroom management techniques to use in special education, educators often need to know how neurotypical students perceive their peers who have autism. Moreover, information related to peer perceptions of students with autism spectrum disorders can help improve therapeutic interventions. Understanding peer perceptions of autism spectrum disorders is also essential for helping colleges and universities create the most effective support services, programs, and systems for transitioning students. In “College Students’ Perceptions of Peers with Autism Spectrum Disorder,” Matthews, Ly & Goldberg (2014) aim to improve understanding of the needs of students transitioning to college who have autism spectrum disorders. The researchers also aim to assess general student knowledge about autism in relation to gender and affective attributes, using a vignette methodology. Based on prior research, the authors hypothesized that greater familiarity with or knowledge of autism spectrum disorders would be correlated with more positive attitudes towards peers with autism.

The researchers do not offer much detail in terms of how they conducted the sampling procedure, but all subjects came from the same university in the southwestern United States. A total of 224 undergraduate students participated in the study, and the participants were surveyed for demographic data to yield as broad and diverse a sample as possible. This way, the sample would be more representative of the general population. After receiving approval from the university’s ethical review board, the researchers informed the students the research was about social psychology and then the participants completed a questionnaire. The questionnaire included a vignette component, in which the participants were asked questions about the main characters. There were three components to the questionnaire, including the vignette and a survey of knowledge related to autism spectrum disorders. The researchers randomly assigned students to one of three conditions: high functioning autism condition, label condition, and no label condition. Each of the three conditions had a different vignette describing interactions between people, and after reading the vignette, the participants would complete the Multidimensional Attitudes Scale toward Persons with Disabilities (MAS). The participants also completed the Autism Knowledge Questionnaire.

To analyze the raw data, the researchers used an analysis of variance (ANOVA), which did reveal statistically significant differences between the three groups. Hierarchical regression models were also used to analyze all of the different data sets. The authors provide visuals for the descriptive statistics, too. The authors found there were complex relationships between knowledge of autism and attitudes, but that previous...

The research substantiates claims that generally support peer exposure to persons with disabilities, and supports the overall tenets of inclusive classrooms and inclusivity as a principle in education (Creswell, 2013). The research also substantiates similar studies that show how important it is for colleges and universities to create peer support systems for students with autism or formal support services (White, Elias, Capriola-Hall, et al., 2017). While this study is not flawless, relying on artificial vignettes to assume situational variables related to autism, it does provide the groundwork for future research. The use of a convenience sample also reduces the reliability of the results somewhat. However, the contribution of this study to the body of evidence on special education best practices makes up for the small weaknesses in the methodology.
Article 2:

Elias, R., & White, S. W. (2017). Autism Goes to College: Understanding the Needs of a Student Population on the Rise. Journal of Autism and Developmental Disorders, 48(3), 732–746. doi:10.1007/s10803-017-3075-7

Focusing on the needs of high school students with autism spectrum disorder helps them to better plan for the future and prepare for college or university. Transition planning is in fact one of the most important issues in special education, requiring further research into how administrators and teachers can better prepare students who are still in high school while also helping universities and colleges develop transition programs (Creswell, 2013). Research like that of Matthews, Ly & Goldberg (2014) shows that understanding peer perceptions of autism can help program designers understand how to change attitudes and beliefs about autism spectrum disorders. In “Autism Goes to College: Understanding the Needs of a Student Population on the Rise,” Elias & White (2017) use a survey method to identify the main challenges students with autism spectrum disorders face when they transition from high school to college.

The aim of this research is to provide college and university administrators with evidence showing what types of programs or services would best help incoming or existing students with autism spectrum disorders. Likewise, the results of the Elias & White (2017) study may be used to help high school special education teachers, counsellors, and administrators create effective transition planning services for students with autism spectrum disorders. The researchers focused on the parents in this study on the premise that “they are pivotal in assisting their offspring with the identity development, emotional, and educational/vocational transitions associated with developmental maturation,” (Elias & White, 2017, p. 733). Moreover, the authors underscore the importance of the current study, given that the proportion of college and university students with autism continues to climb. Taking into account parental perspectives is an area not…