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McIntyre, N. S., Solari, E. J., Grimm, R. P., Lerro, L. E., Gonzales, J. E., & Mundy, P. C. (2017). A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity. Journal of Autism and Developmental Disorders, 47, 1086-1101.
https://doi.org/10.1007/s10803-017-3029-0

has been cited by the following article:

• TITLE: How Media Literacy Education through Multimedia Tools Can Empower Learners with Autism

  AUTHORS: Theodoto Ressa

  KEYWORDS: Autism, Multimedia, Literacy, Disability, Education, Rights

  JOURNAL NAME: Advances in Literary Study, Vol.10 No.4, October 28, 2022

  ABSTRACT: The United Nations recognize and celebrate diversity and promote the rights and welfare of Autism spectrum disorder (ASD) people. Ratifying the Convention on the Rights of Persons with Disabilities (UNCRPD) in 2008 reaffirmed the fundamental principle of universal human rights. UNCRPD provides an effective tool to promote an inclusive and caring local and global society and ensure that the autism community leads full and meaningful lives. Besides, the UN Sustainable Development Goal 4 Quality Education aims to enable upward socioeconomic mobility and poverty eradication through education for all. Since there is increasing interest in international opportunities and the promotion of scholarship as the world shrinks and creates new challenges and opportunities, this study aims to engage in the conversation related to the education of people with autism locally and globally. ASD is a neurological condition, but communication, social, and functional challenges are primarily due to an impoverished environment in all realms of life. This paper advances ways ASD learners can benefit from media literacy education (MLE). It shares how MLE can lead to new, alternative, and inclusive teaching practices that empower ASD learners.