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The Role of Institutional Climate and Tolerance in Integration of Special Populations

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The present study investigates the attitudes of students and faculty towards the integration of high functioning students on the autistic spectrum (known as autism spectrum disorder, or HFA). Some academic institutions are now geared to helping these students and including them in study programs, based on the belief that the success of an academic program depends on the integration of populations from different backgrounds. Two key factors for the success of the program are the staff and the students. These two factors participate in creating a supportive learning atmosphere, which is the key to success. Therefore, this study observes the attitudes of faculty members (teachers) and students towards high functioning students with autism in order to examine their contribution to the success of the program, in terms of the social and educational climate and in terms of this unique and challenging population’s ability to independently perform in an academic environment.
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Keywords: HFA; autism spectrum disorder; disability; higher education; integration of students with HFA

Document Type: Research Article

Publication date: June 1, 2019

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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