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