Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Amy Edwards
Drexel University EDUC 815
February 5, 2012
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How do Philadelphia area colleges and universities identify the developmental and adaptive
technology needs of autistic spectrum students entering higher education?
Adreon, D. & Durocher, J. S. (2007). Evaluating the college transition needs of individuals with
high-functioning autism spectrum disorders. Intervention in School and Clinic , 42 (5): 271-279.
Diane Adreon, an Associate Director of the University of Miami/Nova Southeastern
University Center for Autism and Related Disabilities, and Jennifer Stella Durocher, an Assistant
Director of the University of Miami/Nova Southeastern University Center for Autism and
Related Disabilities, present the challenges that students with autism spectrum disorders (ASD)
face across venues when attending college. Suggestions on support provided to ASD students
are reviewed. Explanations on the criteria for determining if a student has ASD are discussed at
length. A basic understanding of ASD is not assumed in this article as the explanations are very
simple and fundamental. This is a useful piece to include as it provides a general foundation to
build upon with more complex resources.
Barnhill, G. P. (2007). Outcomes in adults with asperger syndrome. Focus on Autism and Other
Developmental Disabilities 22(2): 116-126.
Gena Barnhill, Assistant Professor of Special Education at Lynchburg College in
Lynchburg, Virginia, evaluates the obstacles faced by adults with Asperger’s Syndrome. This
article discusses the various literature available regarding adults with Asperger’s Syndrome. The
perspective also includes that of Dr. Barnhill in a parent capacity which is weaved into the
article. There is a strong emphasis on correct diagnosis of Asperger’s Syndrome. She
specifically discusses the lack of data on adults with Asperger’s Syndrome and how more
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research needs to be conducted in this area. Mortality crime rates are addressed which have not
been discussed in any other publication in this bibliography. While this is an interesting article,
one can tell that the author uses publications to support her own personal experiences with her
son, rather than have an objective view of the topic. Instead of using research to support the
topic, she uses it more to support her personal opinions.
Browning, J. & Osborne, L. A. (2009). A qualitative comparison of perceived stress and coping
in adolescents with and without autistic spectrum disorders as they approach leaving school.
British Journal of Special Education . 36(1): 36-43.
James Browning, who was an Educational Psychologist in training at the time of
publication, and Dr. Lisa Osborne, a Research Fellow in the Learning and Adaptive Behavior
Group in the Department of Psychology at Swansea University, conducted a study of adolescents
with and without Autistic Spectrum Disorders and their perception of stress and management
when making the transition to leaving school. Seventeen participants were interviewed in this
study which was conducted in secondary school in England. Quantitative analysis was
conducted as was quantitative analysis of the qualitative themes. In summary, the students with
autistic spectrum disorders were more concerned with particular items and social interactions
while the non-autistic spectrum disorder students were more concerned with their education and
had a plan for dealing with stress. This article is relevant to this study since there is not much
research available on adolescents. This will give a perspective for this study to understand the
perspective of the student as they transition to higher education or any educational institution.
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Grandin, Temple. (1996). Thinking in pictures: And other reports of my life with autism. New
York: Vintage Press.
Temple Grandin gives an insider’s look at the world of autism through her own eyes.
Temple Grandin is a renowned author and inventor of livestock holding equipment. Born with
autism, Temple is able to give a personal perspective on the inner workings of autism and living
with the syndrome. She describes coping strategies and ways that she has managed to “break
through” the barrier and live in society. More specifically, she discusses the squeeze technique
which she observed was being used for cattle to produce a calming effect. Her book was one of
the first to give a true perspective “from the inside looking out” of autism. In addition to the
Browning article, this book will give another perspective of the adult with Asperger’s disorder,
the trials and tribulations that may have brought them to the point of entering college and their
perceptions of being autistic and living with the syndrome.
Hart, D., Grigal, M. & Weir, C. (2010). Expanding the paradigm: postsecondary education
options for individuals with autism spectrum disorder and intellectual disabilities. Focus on
Autism and Other Developmental Disabilities. 25(3): 134-150.
Debra Hart, the Director of three national postsecondary education grants, Meg Grigal, a
Senior Research Associate at TransCen Inc. in Rockville, Maryland and Cate Weir, a Project
Coordinator for Think College at the Institute for Community Inclusion at the University of
Massachusetts Boston, discuss the different postsecondary education options for students with
autism spectrum disorder and other intellectual disabilities. Specifically, the authors present a
history of autistic spectrum disorder and intellectual disabilities along with recommendations for
future assistance. Academic rigor and accommodations are discussed which are always a hot
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topic, yet not always discussed. Traditional, as well as non-traditional paths are stated as options
in post secondary education for autistic spectrum disorder students. In addition, different models
currently being used in post secondary education are presented. These models are beneficial in
this study specifically because of the focus of the research being conducted in the various offices
of disability services.
National Council on Disability. (2000). Transition and post-school outcomes for youth with
disabilities: closing the gaps to post-secondary education and employment. Washington D.C.:
Author.
The National Council on Disability focuses this report on 30 years of data regarding poor
people in America in relation to high school graduation rates, employment rates, postsecondary
education attendance rates and social security recipient rates. It continues to focus on students
with disabilities within these areas. In addition, it states methods that have worked in the past 30
years to assist these students and also methods that have not worked as well. Suggestions for
future implementation are presented on all levels within society.
White, S. W., Ollendick, T. H. & Bray, B. (2011). College students on the autism spectrum.
Autism, 15(6): 683-701.
Susan White, faculty member in the Psychology Department and Co-Director of the
Virginia Tech Autism Clinic at Virginia Tech, Thomas Ollendick, faculty member at Virginia
Tech, and Bethany Bray, another faculty member at Virginia Tech, discuss the predicament of
identifying incoming students with high functioning autism spectrum disorder. A large sample
was studied at one university which equaled 667 students. Interestingly, five members of the
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study were never previously diagnosed with high functioning autism. Students with high
functioning autism disorder were noted as having higher anxiety, higher levels of depression and
lack of stress management skills. This discusses the importance of assessing students as they
enter college. This gives the researcher another source to utilize to further support the need for
more resources in the offices of disability services. This publication further supports the
documentation of the increase in diagnosis of autism which correlates to the increase in students
in higher education with autism spectrum disorders.
VanBergeijk, E., Klin, A., & Volkmar, F. (2008). Supporting more able students on the autism
spectrum: college and beyond. Journal of Autism and Developmental Disorders, 38(7): 13591370.
Ernst VanBergeijk, Associate Dean and Executive Director of the Vocational
Independence Program at the New York Institute of Technology, Ami Klin, Adjunct Professor in
the Child Study Center, Professor of Psychology and Director of the Autism Program at the Yale
school of medicine at the child study center, and Fred Volkmar, the Irving B. Harris Professor in
the Child Study Center and Professor of Pediatrics, of Psychiatry and of Psychology; Chief of the
Child Psychiatry at Yale-New Haven Children's Hospital and Chair of the Child Study Center,
present the current knowledge about autism spectrum disorders and the legalities of providing
services in higher education to these students. This article continues to explain the needs of
students on the spectrum and the suggested accommodations for theses students. This article is
similar to that previously mentioned in this bibliography and further support the need for
additional services in higher education for autism spectrum disorder.
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How can office of disability services directors exercise leadership and develop appropriate
responses to better meet the needs of autistic spectrum students through the use of adaptive
technologies and other related services?
Barnard-Brak, L., Sulak, T., Tate, A. & Lechtenberger, D. (2010). Measuring college students’
attitudes toward requesting accommodations: A national multi-institutional study. Assessment
for Effective Intervention, 35(3): 141-147.
Lucy Barnard-Brak, an Assistant Professor of Education Psychology at Baylor
University, Tracey Sulak, a doctoral student in the Department of Psychology at Baylor
University, Allison Tate, a doctoral student in the Department of Psychology at Baylor
University, and DeAnn Lechtenberger, an assistant professor of Educational Psychology and
Leadership at Texas Tech University, measure attitudes of college students with disabilities,
through the usage of an instrument, Attitudes Toward Requesting Accommodations, that was
created specifically for this study across several institutions. This instrument measures a variety
of attitudes regarding requesting accommodations. The sample in this study is 276 college
students at 10 universities who self identified with their office of disability. The outcome of the
study could be questionable, however, since the response rate of universities was low. There is a
direct correlation noted between students who were less likely to request accommodations and
lower academic achievement. Again, the increase in the number of students is referenced as in
several other articles in this bibliography.
Graham-Smith, S. & Lafayette, S. (2004). Quality disability support for promoting belonging
and academic success within the college community. College Student Journal, 38(1): 90-99.
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Sheila Graham-Smith, the Director of the Office of Access and Learning Accommodation
at Baylor University and Ssereta Layfayette, an advisor in Disability Support Services at Baylor
University, completed a study on what students with disabilities feel is most valuable to them in
a college environment. The method that the researchers used in this study was an electronic
survey distributed to 318 students; of which 71 responded. The students that were contacted
were students who had self-identified with the office and were receiving accommodations in
2001. The results of the study indicated that soft skills on the part of the advisor or the point of
contact are just as important as the accommodations being provided. Students referenced the
words “caring” and “safe environment” in their descriptions. This article is beneficial to this
study because it gives another reference in the scope of offices of disability services but from a
different angle.
Hansen, R. (2011). The trifecta of student support services: Helping students with autism
spectrum disorders succeed in postsecondary education. College University, 86(4), 37-40.
Rebecca Hansen , the Coordinator for the College Program for Students with Asperger’s
Syndrome has had a working relationship with the West Virginia Autism Training Center for
several years. In this article, she describes the methods used by the College Program at Marshall
University, where she is employed, in supporting students with Asperger’s Disorder. The
College Program is supported by specific agency funds, but most costs for Asperger’s students
for the specialized services are provided by the students’ families. With these specialized
services, students are supported in the classroom, as well as social arenas and in the dorm rooms.
For all facets of college life, assistance is available. This method used has been proven to help
these students succeed in college as well as after college. While this article does not describe
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any specific research methods within the area of autism spectrum disorders, it displays a real life
working model of application and success for these students.
Hong, B.S.S., Herbert, J. T. & Petrin, R.A. (2011). A ten-year analysis of the post-secondary
outcomes of students with disabilities at the pennsylvania state university. Journal of Education
for Teaching: International Research and Pedagogy 47(2): 237-238.
Barbara S.S. Hong, an Associate Professor of Special Education at Penn State Altoona,
James T. Herbert, Professor of Counselor Education at Penn State University Park, and Robert
A. Petrin, a Postdoctoral Researcher at the Methodology Center at Penn State University Park,
present the first investigation on retention as it relates to offices of disability services. In this
study that was conducted on the University Park campus of Penn State, the research team
answered three questions whose topics included: 1. Characteristics of students registered with the
office of disability services 2. Predictors in relation to disability service usage 3. Variables
regarding student performance. This article is extremely important and valuable to this study
because it is the only true measurement that directly correlates an office of disability services
with retention or success of disabled students. While it doesn’t directly address students with an
autistic spectrum disorder, it is still an important statistical report with valuable data.
Madaus, J. W., Banerjee, M. & Hamblet, E. (2010). Learning disability documentation
decision making at the postsecondary level. Career Development for Exceptional Individuals
33(2): 68-79.
Joseph Madaus, Director of the Center on Postsecondary Education and Disability, and
Associate Professor in the Department of Educational Psychology in the Neag School of
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Education at the University of Connecticut, Manju Banerjee, Associate Director of the Center for
Students with Disabilities at the University of Connecticut and Senior Research Associate at the
Center for Postsecondary Education and Disability, and Elizabeth Hamblet, a Postsecondary
Learning Disabilities Specialist who consults on transitioning from high school to college for
disabled students, conducted a study on the requirements from postsecondary disability service
providers regarding documentation required by the individual institutions. The instrument used
in this study was an electronic survey instrument that was piloted and then distributed to 485
subjects in the disability services offices nationally. Suggestions for further ideas in the area
were presented. From a statistical perspective, this document is valuable for this study. While
this study and the Hong study both focus on offices of disability services, this study concentrates
on a different facet of entering students.
Mamiseishvili, K. & Koch, L.C. (2011). First-to-second year persistence of students with
disabilities in postsecondary institutions in the united states. Rehabilitation Counseling Bulletin,
54(2): 93-105.
Ketevan Mamiseishvili, an Assistant Professor of Higher Education at the University of
Arkansas and Lynn Koch, a Professor of Rehabilitation Education and Research at the University
of Arkansas, examined the data provided from a recent survey titled Beginning Students
Longitudinal Study. From their results, they determined that college students with disabilities are
facing the same obstacles regarding attrition as non-disabled students are facing. In addition to
these obstacles, disabled students have the additional challenge of socialization and academics.
Further research is suggested in the areas of persistence for disabled students and also persistence
in two and four year institutions . Opposite of the previous articles, descriptive statistics were
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used to analyze the data from the sample. Chi-square was utilized in data analysis, but a survey
instrument was not specifically used in this study. This article would assist in supporting the
research conducted on offices of disability services, in addition to the Hong and Madaus articles.
Starr, E. (2011). Lorraine wolf, jane thierfeld brown and g. ruth kukiela bork: Students with
asperger syndrome: a guide for college personnel. Journal of Autism and Developmental
Disorders, 41(9): 1289-1290.
Elizabeth Starr, faculty of Education at the University of Windsor in Canada, wrote this
book review on “Students with Asperger’s Syndrome: A Guide for College Personnel” which
was written by Lorraine Wolf, Jane Thierfeld Brown and G. Ruth Kukiela Bork. The review
discusses the chapters briefly included in the book which addresses the needs of students with
Asperger’s Syndrome and how college counselors and administrators can assist these students. It
also discusses responsibilities of the institution in regard to what must be provided to these
students for accommodations. While the book seems well written and could be a good resource
for college personnel who are first encountering these students, it lacks depth and details
required for this study. It is a broad manual for people who are just learning about autism
spectrum disorders and not a good resource for this study. It is a foundational piece written with
all college personnel in mind; not offices of disability specifically.
Strauss, A.L. & Sales, A. (2010). Bridging the gap between disability studies and disability
services in higher education: a model center on disability. Journal of Postsecondary Education
and Disability, 23 (1): 79-84.
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Alan Strauss, an Assistant Director of Disability Resources at the University of Arizona,
and Amos P. Sales, a Professor of Rehabilitation and Head of the Rehabilitation Program in the
Department of Disability & Psychoeducational Studies at the University of Arizona, discuss a
model center on disability that connects the discipline of disability studies with the actions of
disability services. The outcome of the center is to bring about social change in the area of
disability in higher education. The center hopes to increase awareness and access to higher
education for students with disabilities. The publication is written with a view of the university
as well as a view of the disability services offices. This article will assist in the research for this
study because there is much data interspersed within the article. In addition, it will lend more
credibility to the need for more services and standard practices utilized by offices of disability
services on a national level.
Webb, K. W., Patterson, K. B., Syverud, S. & Seabrooks-Blackmore, J.J. (2008). Evidenced
based practices that promote transition to postsecondary education: Listening to a decade of
expert voices. Exceptionality, 16(4): 192-206.
Kristine W. Webb, an Associate Professor in the Department of Exceptional Student and
Deaf Education and Director of the Disability Resource Center at the University of North
Florida, Karen Patterson, an Associate Professor and Chair of the Exceptional Student and Deaf
Education Department at the University of Florida; Susan Syverud, an Associate Professor in the
Department of Exceptional Student and Deaf Education, and Janice J. Seabrooks-Blackmore,
also a faculty member in the Department of Exceptional Student and Deaf Education, present
best practices that help with transition to postsecondary education for students with disabilities.
These authors reviewed articles and studies completed over a decade that focused on the
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transition from secondary to postsecondary education. The difference in this article, is that they
didn’t just look at the personnel but they surveyed the students. This article is beneficial to this
study because, unlike some of the other references, this article uses data retrieved from actual
disabled college students over a length of time.
How are the legal mandates for autistic spectrum students interpreted by leaders and staff
in offices of disability services?
Colker, R. (2011). Disabled education: a critical analysis of the individuals with disabilities
education act. Ohio State Public Law Working Paper No. 163. doi:10.2139/ssrn.1974478
Ruth Colker, the Heck Faust Memorial Chair in Constitutional Law at Ohio State
University, analyzes the unequal opportunities that parents face in the K through 12 education
system. The author writes heavily about her own experiences with her disabled son and how,
with the help of her legal knowledge, she was able to advocate for him. She also discusses the
parents who are not legal savvy and do not have the knowledge or abilities to be such an
advocate for their children. This presents a predicament within the disabled population in
education because it then promotes an unequal advantage for higher educated parents. It would
promote the notion that not everyone has a free and accessible public education as stated in the
nation’s law. While this publication mainly focuses on primary and secondary disability legal
issues, it presents a good basis for comparison to post secondary legal issues and present laws.
Cory, R. C. (2011). Disability services offices for students with disabilities: A campus resource.
New Directions for Higher Education , 2011(154): 27-36.
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Rebecca Cory, the Manager of Disability Services at North Seattle Community College
in Washington, discusses legal implications of providing accommodations to disabled students
and what is required under the law. The author takes the reader through general ideas such as
what defines accommodations and the accommodations process. She relates the current laws for
disabilities to university campuses. She provides more of an overview of what is required of
disability offices. This article speaks mainly about the legal aspects and what accommodations
can and should be provided to students with disabilities. Increases in populations, specifically
Asperger’s Syndrome and autism, are discussed. The benefits of inclusion are discussed and are
proven as beneficial with minimal impact to the instructor or other students. While this article
lacks depth in comparison to other articles mentioned in this bibliography, it is still relevant to
the research topic and can contribute reasonable information to the study being conducted.
Goldstein, S., Naglieri, J. A. and DeVries, M. (2011). Legal rights and qualification under the
americans with disabilities act. In Learning and attention disorders in adolescence and
adulthood: assessment and treatment (10). John Wiley & Sons, Inc., Hoboken, NJ, USA.
doi: 10.1002/9781118093085.ch10.
Sam Goldstein is a psychologist in the state of Utah. He is certified as a developmental
psychologist as well as a school psychologist. Jack Naglieri is a professor of psychology at
George Mason University and is also a senior research scientist for the Devereaux Foundation.
Melissa DeVries is a psychologist resident at the Neurology, Learning and Behavior Center with
Dr. Goldstein. The chapter that is referenced provides insight into the legal rights of students
with disabilities. From a psychological aspect, it provides the reader with information about how
the laws apply to special education. While it doesn’t specifically reference autism spectrum
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disorder students, it does discuss the applicable legal rights and laws pertaining to all disabled
students including adults. This chapter, even though it is a brief descriptor, will assist the
researcher in providing more substance to the legal literature published in the area of disabled
students and students on the autistic spectrum.
Huger, M. S. (2011). Fostering a disability-friendly institutional climate. New Directions for
Student Services, 2011 (134): 3-11.
Marianne Huger, the Assistant Dean of Students at American University, an adjunct
instructor at George Washington University was also previously the Director of Disability
Services at Georgetown University Law Center. In this article, Dr. Huger presents the
philosophy that the increase in disabled students and the recognition of this increase is changing
the student body. With this change, one office of disability services should not be the only office
interacting with these students, but the culture of the campus needs to change with this
population. No longer should students have special accommodations but students should all
have the same access to an education. While this is an interesting concept, the researcher is not
convinced that enabling every student with all accommodations is something that she wants to
promote. While legal issues are discussed in this article, and can further support the researcher’s
argument, only certain areas of this article are applicable to the researcher’s beliefs.
Kuangparichat, M. (2011). Legal rights of young adults with autism: transitioning into
mainstream adulthood. Widener Law Review, 16 (175): 175-196.
While this author is cited in the Widener Law Review, there was no record anywhere else
about who he/she is or his/her background. Within the law review, no summary was provided
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regarding the author in any capacity. This article discusses the definition of autism and the laws
related to autism. It also focuses on state legislature as well as national legislature. In addition,
it discusses the transition into adulthood from a legal perspective for a person with an autism
spectrum disorder. He/she presents each of the aspects of IDEA legislation in detail and the
pertinence to autism. The author discusses how most of society only thinks of autism as a
childhood disorder but these children grow up and either become part of society or dependent on
it. This article will help to support the understanding of legalities in reference to autistic
spectrum disorder adults and the transitions they face in adulthood.
Madaus, J. W. (2011). The history of disability services in higher education. New Directions for
Higher Education, 2011(154): 5-15.
Joseph Madaus, as mentioned previously in another reference, is the Director of the
Center on Postsecondary Education and Disability, and Associate Professor in the Department of
Educational Psychology in the Neag School of Education at the University of Connecticut.
Madaus presents a chronological explanation of disability services provided within higher
education. He begins in 1864 with President Lincoln signing a law for Columbia to house a
college division for the deaf and dumb and concludes with the present and the legalities that
came into existence along the way. He also mentions how different laws were interpreted and
reinterpreted throughout the years. He further supports the existence of disability support
services and suggests that there will be more needed in the future. This article is a great
reference to support the researcher’s study because it provides a background of the legal system
and a chronological picture of from where the laws today have been derived.
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Simon, J. A. (2000). Legal issues in serving students with disabilities in postsecondary
education. New Directions for Student Services, 2000(91): 69-81.
JoAnne Simon is a Disability Rights Attorney in New York and also an Associate
Professor of Law at Fordham University School of Law. Simon presents the institution’s legal
responsibilities to students with disabilities and the rights of these students. She states the
current laws that are applicable to disabled students and also to universities. In addition, she
discusses future legal issues that will arise as more and more students enter college with
disabilities. With the increase in legal cases and attention to disabled students in higher
education, more legal responsibility will be placed on the institution and more rights will be
granted to the disabled student. This article presents a straightforward description of present day
law and how it affects and will affect higher education in the future. This article is beneficial to
include in this study because it not on reiterates the current laws as in other citations, but it
discusses the future of disability law in higher education as well.
Simpson, R. L., Mundschenk, N. A. & Heflin, J.A. (2011). Issues, policies, and
recommendations for improving the education of learners with autism spectrum disorders.
Journal of Disability Policy Studies, 22(1): 3-17.
Richard Simpson, Professor of Special Education at the University of Kansas, Nancy
Mundschenk, Associate Professor of Special Education at Southern Illinois University in
Carbondale, and L. Juane Heflin, Associate Professor of Special Education at Georgia State
University, discuss three key points that influence the education of children with autism. The
three points are skills and credentials of educators, educational settings, and what/how should
autism spectrum disorder students be instructed. Several laws are referenced in this article
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including No Child Left Behind. Who, what, and where questions are all addressed in this article
regarding young students with autism spectrum disorders. This article supports the research as it
gives a legal foundation as well as best practices for teaching students with autism spectrum
disorder in the K through 12 arenas. While this research is focused on higher education, this
article prepares the basis of laws and will serve as proof of the contrast between the K through 12
environments and the post secondary environment.