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  • This chapter briefly explores the history and development of teaming in education. The three most common models of educational teaming are defined and discussed in detail. The primary focus of the chapter is on the Individuals with Disabilities Education Act-mandated multidisciplinary team and how it can be transformed into a transdisciplinary teaming model in a school setting that serves individuals with autism spectrum disorder (ASD). This transdisciplinary teaming model is student centric and stresses the importance of considering the whole child, specifically as it relates to the team’s systematic communication, goal sharing, knowledge of objectives and agenda items, and the need for ongoing clarification of knowledge among the team. The emphasis is on shared knowledge that leads to greater success of the team in meeting the needs of the student under discussion. This transdisciplinary teaming model also serves as a means to troubleshoot student challenges through a group problem-solving process. The six elements in the development of a transdisciplinary teaming model are discussed in detail. © 2024 Taylor & Francis Group. All rights reserved.

  • This chapter addresses the definition of autism spectrum disorder (ASD). A distinction is made between a clinical (medical) definition of ASD as defined in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and an educational eligibility classification of autism found in the Individuals with Disabilities Education Improvement Act (IDEA). The increase of prevalence of ASD is discussed with an opportunity to ponder the reason for this phenomenon. Several theories of causation of ASD are presented, offering an opportunity for thoughtful consideration of these theories found in current literature. General characteristics of ASD are described in the three domains of social interaction, communication, and behavior and are further illustrated by specific behaviors commonly seen in today’s classrooms. Characteristics focus not only on the variety of challenges individuals on the spectrum face but also the strengths many individuals with ASD bring to the classroom and community at large. Finally, a discussion of the future for individuals on the spectrum is emphasized through the wide range of possible outcomes for these individuals. Future opportunities seem to be improving for this population, although there remains a dearth of research on outcomes for adults with ASD. © 2024 Taylor & Francis Group. All rights reserved.

  • It is important to remember that autism spectrum disorder is a spectrum disorder that represents many individuals who have a wide and disparate range of challenges and strengths. There is an old adage that says, "If you have met one person with autism, then you have met one person with autism," for no two individuals on the spectrum will be exactly alike and present with the same strengths and challenges. This wide spectrum, or great variability within individuals on the spectrum, can be seen when we look at the wide range of outcomes for adults with ASD. Some individuals on the spectrum will be quite challenged throughout their lives and require supportive settings and many services, whereas others on the spectrum will require moderate supports during their lifetime. © 2025 National Art Education Association. All rights reserved.

Last update from database: 3/13/26, 4:15 PM (UTC)

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