Academic attainment in students with autism spectrum disorders in distance education

Richardson, John T. E. (2017). Academic attainment in students with autism spectrum disorders in distance education. Open Learning: The Journal of Open and Distance Learning, 32(1) pp. 81–91.

DOI: https://doi.org/10.1080/02680513.2016.1272446

Abstract

This investigation studied attainment in students with autism spectrum disorders (ASDs) who were taking modules by distance learning with the UK Open University in 2012. Students with ASDs who had no additional disabilities were as likely as nondisabled students to complete the modules that they had taken, to pass the modules that they had completed and to obtain good grades for the modules that they had passed. Students with ASDs who had additional disabilities were less likely than nondisabled students to complete the modules that they had taken, but they were as likely as nondisabled students to pass the modules that they had completed and to obtain good grades for the modules that they had passed. Their lower completion rate presumably reflects the impact of their additional disabilities rather than their ASDs. In distance education, at least, students with ASDs tend to perform on a par with their nondisabled peers.

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