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Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years, researchers have begun to investigate subcomponent skills of reading comprehension for children with ASD in order to better understand its development and potential interventions to enhance outcomes. This chapter highlights the current knowledge in the field in regards to the key cognitive and language skills associated with reading development for individuals with ASD. These include emergent-literacy skills, word-reading and decoding, reading fluency, oral language, and social cognition. Additionally, the chapter makes suggestions for future research in this area, in particular the need to conduct research to establish evidence-based practices to better support the syndrome-specific reading needs for this population.

This chapter is a comprehensive discussion of autism spectrum disorder (ASD) across the globe (e.g., United States, China, Brazil, Japan and Turkey). Topics that are discussed include the following: diagnostic criteria and approaches; international perspectives of ASD; western and eastern assessment practices; cultural considerations of assessment of ASD; educational and medical interventions; behavioral and emotional interventions; complementary and alternative medical interventions; variations in educational services among countries; early intervention practices; adult services; national and international resources; and current needs and future directions.

This chapter explores the importance of early autism spectrum disorder (ASD) assessment and diagnosis to facilitate early treatment. This chapter will have a particular focus on ASD assessment and diagnosis within a Black and Minority Ethnic (BME) context. We propose using a Cultural Competence framework to process, analyze, assessment, and diagnosis results/findings. BME assessments/diagnoses can be delayed by up to 18 months longer when compared to Whites.

ASD Assessment aims to assess certain developmental traits in individuals to identify ASD which is a developmental disability. Autism is a spectrum condition which can manifest differently in each diagnosed individual. There are core features necessary for an ASD diagnosis to be made. These include among other traits: poor eye contact, abnormality in body language: for example, gestures, difficulties with social communication and social interaction, often they exhibit repetitive patterns of behavior, have obsessional interests, rigid thinking patterns, and have an aversion to certain sounds and textures and an unusual interest in sensory satisfaction.

School disciplinary actions have numerous goals, including teaching social skills, promoting peer mediation, and increasing community involvement (Garnes & Menlove, 2003). Many school disciplinary actions are based upon behavior management principles, with consequences administered for behavior that is dangerous, disruptive, socially inappropriate, or incompatible with good academic deportment. Discipline often takes the form of punishment and is intended to quickly reduce undesirable behavior. Contingency management methods include detention, suspension, and expulsion (Turnbull, Wilcox, & Stowe, 2002).

Students with Autism Spectrum Disorders (ASD) are one of the least included in the general education environment, only falling behind children with intellectual disabilities, multiple disabilities, and deaf/blindness (U.S. Department of Education, 2015). Teacher attitudes, knowledge and training of ASD, and administrative support are essential components of successful inclusive environments (Ferraioli & Harris, 2011; Harding, 2009). Researchers have also identified evidence-based practices to support students with ASD (National Autism Center, 2015; Wong et al., 2014). This chapter provides research related to inclusion of students with ASD, factors that may influence inclusion rates, and provides educators a few practices to try if they are given the opportunity to work with a student with ASD in their inclusive classroom.

According to current estimates, the prevalence of autism spectrum disorders (ASDs) ranges from 1 in 500 children to 1 in 150 children (Centers for Disease Control and Prevention/CDC, 2007; Desmon, 2007). In the past such disorders usually were not identified until a child was school-aged, but these disorders are now more likely to be diagnosed in affected individuals during the preschool years (McConachie, Le Couteur, & Honey, 2005; Rutter, 2006). For example, Mandell, Novak, and Zubritsky (2005) surveyed over 900 caregivers of children with ASDs and learned that on an average, children with autistic disorder were diagnosed at 3.1 years of age. These researchers also reported that children who exhibited such characteristics as severe language impairment, toe walking, hand flapping, and sustained unusual play behaviors were diagnosed earlier than children without these features.

Canadian institutions of higher education have long touted their dedication to inclusivity and diversity. The Academy, however, exists in a mix of new managerialism and collegialism, environments that demand conformity and the prioritization of sameness over difference. For employees with autism spectrum disorder (ASD), the very nature of their condition means that conforming to a standard is a difficult, if not impossible task. If passed, the proposed Accessible Canada Act means universities in Canada will have a legal responsibility to accommodate employees with disabilities, including ASD.

ASD is a neurodevelopmental condition of varying severity characterized by difficulties with communication, social interactions, and repetitive behaviors. While it is difficult to determine how many adults live with ASD in Canada, current statistics show that 1 out of 66 children are on the autism spectrum (PHAC, 2018). Many have physical and mental comorbidities that complicate their health status.

Though conformity may streamline human resources processes and standardize staffing issues, it is essential for administration to identify areas where they are weak in supporting potential and current employees who veer from the norm. Libraries need human resources policies and procedures that reflect and celebrate uniqueness. Long-held tendencies toward valuing fit and conventionality need to give way to transformational mentoring and empowering in order for a diverse workforce to reach its fullest potential. Embracing inclusivity will result in numerous benefits, not just for the employee but for the library. This chapter shows how personnel with high-functioning autism can be best supported in Canadian academic libraries.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR, American Psychiatric Association (APA), 2000), autistic spectrum disorders (ASD) are a collection of chronic conditions that include Autistic Disorder, Rett's Disorder, Childhood Disintegrative Disorder, Aspeger's Disorder, and Pervasive Developmental Disorder Not Otherwise Specified. Typically, ASD are often identified during infancy or the toddler years. Most individuals with ASD have some degree of mental retardation. According to Deisinger (2001), genetic factors, abnormalities in brain structure and biochemistry, and complications during pregnancy have been implicated as possible causes of these disorders. Generally, students with ASD have difficulties with daily activities such as language, self-care, mobility, and independent functioning. The focus of this chapter examines the many features that must be considered before diagnosing and classifying individuals with ASD.

In India, one in 500 people (Balaji, 2019) are diagnosed with ASD. Around 40 non-governmental organizations cater to Autism Spectrum Disorder (ASD) children; out of that, a few organizations focus on adults providing them vocational training to make them employable. One such exercise was initiated by SAP Labs India, a leading software company, and Enable India, an Indian NGO where they developed a focused training program for people with ASD and placed them in vital technical jobs in SAP Labs India (Karwa, 2016). First, we peek into the lifestyles of a few successful neurodiverse rock stars in India and their journey from becoming aware of their profile to establishing a career and becoming a role model to other people with ASD. Second, we present the autism landscape in India. Third, we explore the organizations that have hired people with ASD, their policies connected to neurodiversity, and the organizations that give training and support. Fourth, we present the potentials and the challenges people with ASD face. Fifth and final, we cover the role of different stakeholders to foster support and up-skill people with ASD for better community development.

This study aims to explore the information needs of Chinese parents of children with Autism Spectrum Disorder (ASD) and how these needs evolve as their children develop.

This study collated 17,122 questions regarding raising children with ASD via the Yi Lin website until November 2021.

The information needs of parents of children with ASD were classified into two categories: 1) Cognition-motivation: related to children with ASD; and 2) Affection-motivation: related to their parents. Child development causes the adaptation of information needs of these parents. Within the first three years, nine different topics of these parents' information needs were identified. Major information needs at this stage are as follows: intervention content, intervention methods and pre-diagnosis questions. During the ages of three to six years, there were 13 topics of information needs for parents, focusing on three areas: intervention content, intervention methods and diagnosis and examination. There are eight topics of information needs post six years. Parents are more concerned with the three topics of intervention content, life planning and intervention methods.

This novel study indicates the complex and changing information needs of parents of children with ASD in China. It may enhance the understanding of the information needs of these parents at theoretical and practical levels, provide support for them to understand their own information needs and provide a reference for relevant government and social organisations to provide targeted information services for them.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2022-0247