Table of Contents
Acknowledgments vii
Introduction ix
1 Autism Spectrum Disorder: What Librarians and Staff Need to Know 1
Cognitive Traits and Characteristics 2
Social Skills and Communication Styles 4
Motor Skills and Repetitive Behaviors 6
Needs When Transitioning to College 8
Student Success 11
Conclusion: What Does This Mean for Libraries? 12
2 Sensory Issues, Physical Environment, and Library Spaces 15
How Students with ASD Use the Library 16
Students with ASD and the Physical Library 18
Universal Design in Higher Education: Physical Spaces 20
Providing Spaces to Meet the Needs of Students with ASD 21
Strategies and Ideas 22
Conclusion 26
3 Research Help (and Beyond) 29
Social Aspects of Research Assistance 30
Beyond the Reference Desk 34
Executive Functioning 36
Specific Strategies 38
Conclusion 47
4 Library Instruction 49
Academic Strengths and Weaknesses of Students with ASD 49
Universal Design for Instruction 51
One-Shot Instruction 55
Full/Credit-Bearing Courses 63
Teaching Online 73
Conclusion 76
5 Student Employees with ASD in the Library 79
Job Outlook for Individuals with ASD 80
Students with ASD as Employees 80
Supporting Student Workers with ASD 88
Strategies for Supervisors 89
Conclusion 96
6 Outreach, Support, and Staff Training: Working across Campus to Support Students with ASD 99
The Need for ASD Awareness 100
Academic Accommodations and Supports for Students with ASD 102
Nonacademic Supports for Students with ASD 104
The Role of the Academic Library in Academic and Nonacademic Supports 105
Conclusion 116
Appendix A Handout for Library Employees 121
Appendix B Handout to Help Students Navigate the Library 123
References 125
Index 141
