Challenges and approaches for creating inclusive field courses for students with an autism spectrum disorder

Abstract

There has been little discussion regarding the design of geology courses (and programs) to be inclusive of students with an autism spectrum disorder (ASD). Here, we outline challenges instructors may encounter when teaching geology courses with field components that include students with an ASD and describe solutions we have found to be successful in creating effective learning environments. Our solutions center around (a) early and continual communication with the students and their support networks about upcoming course experiences and expectations, (b) clearly articulated and defined assignments, (c) creation of a steady and established learning environment, and (d) understanding and patience from course leaders and others involved in the class. Implementing these components will help improve the chances of success for all students in a course, regardless if they have an ASD. Ultimately, we encourage an ongoing conversation on how to best serve this growing segment of the college student population.

Keywords:

• Accessibility
• autism spectrum disorder
• geology
• instructor support

Acknowledgments

The concepts presented here were developed through discussions with M. Heerboth, K. Lang, S. McKenzie, students of the Mercyhurst geology department, and the staff of Mercyhurst’s AIM and Learning Differences programs. To all of them, we are grateful. Comments from two anonymous reviewers also greatly improved and enhanced this article.