NYU Stern An Insider’s Perspective on Getting Accepted [Episode 340]

document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/Podcast_audio_files/Podcast/iv_nyu_stern_rabia_ahmed_2019.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify Interview with Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business [Show Summary] NYU Stern is always on the cutting edge, and their new Change: Studio branding reflects that. Executive Director of Strategic Marketing and Admissions, Rabia Ahmed, shares details of the new program as well as what else is new at Stern. At NYU Stern, change is in the air! [Show Notes] It gives me great pleasure to have on Admissions Straight Talk for the first time, Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business. Rabia attended Montclair Sate University and earned her MA in International Education from NYU. She began working at NYU Stern in 2005 and in 2006 became the Assistant Director of MBA Admissions. She has been climbing the admissions office ladder every since, and while this is Rabia’s first time on AST, NYU’s Isser Gallogly has been on several times. I don’t usually like to have school representatives on year after year. However NYU Stern always is innovating and changing things up, so I’ve needed to invite someone from NYU Stern to the show year after year. Indeed NYU Stern’s focus and brand are synonymous with change. We’re going to learn more about that from Rabia. Can you give a brief overview of the Stern MBA program focusing on the more distinctive elements? [2:25] I would highlight three main things – our location, our attitude, and our people. We are located in the greatest neighborhood in the greatest city in the world, we are able to bring in amazing adjunct faculty, and have partnerships with organizations for recruiting but also for experiential learning projects in our backyard. We are also on the move, unbound by tradition, and always thinking about where business is going to make sure we stay in front of it, innovate, and experiment. Finally, people you meet at NYU are really special. When you meet the people you can see how incredible they are. Our faculty is one of the largest, and runs the gamut of industry and function. My next question is usually â€Å"what’s new?† but there is so much new at NYU Stern that I’m going to change things up. Last month Stern announced a re-branding focused on embracing and initiating change. We’re going to explore some of the elements in the program that really reflect that brand starting with Change:Studio. What is Change:Studio? How is it going to work? [5:31] We want students to leave with preparation for the future. When thinking about how quickly things are changing – technology, how people work we think about how we prepare students to embrace that change. Change: Studio brings together leadership, experiential learning, and entrepreneurship in co-curricular programming to provide a structure with which to drive change in an organization. The curriculum overall is called Dare It, Dream It, Drive It. Dare It is focused on leadership, Dream It on experiential learning, and Drive It on starting something new. Everyone goes through the beginning stages of Change:Studio with orientation in the leadership simulation and then they can opt into the Change:Studio program. NYU Stern recently started allowing its applicants to submit the GMAC Executive Assessment in addition to the GRE and GMAT. Why? How is the EA different? [11:25] We have always been an early adopter – we were one of the first schools to accept the GRE. We know testing is very stressful and wanted to make sure students had options. When talking to GMAC we felt this exam could be a really good one for our fulltime program to assess for academic readiness. It is designed for professionals, is shorter in duration, and takes less time to prepare for, so thought it could be a good option for some. We have no preference over which test you decide to take. NYU Stern also released a stellar employment report. Can you go over the numbers for the FT program? [13:13] Our median salary is an all time high and increased by 12% to $140,000. We also had the highest employment three months out, which is 94.2%, and the top three areas were consulting, banking, and technology. How did the graduates of the two specialized MBA programs, the Andre Koo Technology and Entrepreneurship MBA and the Fashion Luxury MBA, fare last year in the job market? [14:44] We launched the two new programs three years ago and have graduated the first batch of students. They are both one year programs and are for those who have a passion for those particular industries. For the technology MBA, roles have been very wide, like data analytics and program management at places like Amazon, Amex, and Uber, so really, really strong placement. On the fashion side that industry tends to hire just in time, so it’s a slightly different process and timeline. The people who join the program want to work in a variety of different industries. We have students who have gone to work in beauty, retail, and consulting at places like Coach, L’Oreal, and Macy’s. A lot of these organizations aren’t necessarily set up for traditional MBA recruiting, so a lot of emphasis is put on networking and building connections so students can get the jobs as they become available. How is the new specialization in healthcare structured? [17:17] It is one of over 20 specializations we offer. You can specialize in up to three or none at all, it is up to the individual. Specializations are cross-disciplinary and we also have a partnership with NYU Wagner, which is the School of Public Administration. To take any specialization you must take three courses in that area. Before we turn to admissions and the application, what verb best describes Change at Stern to you? Why? [18:57] For me, it’s â€Å"Change: Inspire It. Whenever I experience inspiration it is when I am looking at something a different way – while I’m on a walk, or listening to music, or talking to someone else. We have 350 students from so many different countries, backgrounds, and experiences, and we bring them together to inspire each other. Stern innovated in the admissions arena with its focus on EQ and its Pick 6 essay. What’s your best advice for those two distinctive elements in Stern’s MBA application? [21:14] For EQ, it is about finding someone who can talk about your emotional intelligence, your self-awareness, how you are in terms of having difficult conversations, onboarding someone with a very different background, and interpersonal skills. For Pick 6, we are living in a visual world right now – a picture tells a thousand words. Rather than use another essay of words, we really wanted it to be visual. This helps show uniqueness, and we see so many great things – travel, family, challenges, and it is a fun way to see their story come to life. What do you look for now or emphasize more now when evaluating applications than you did 5 or 10 years ago? [26:36] We look for people who share our values, and understand who we are and what we are about. EQ is something we have always looked for. We want people who want to be part of the NYC landscape, our urban advantage. We look for those with an understanding of what good business can do for society, not just looking at the bottom line. That is built into our culture. We are a school of excellence unbound by tradition. We are not going to limit ourselves because of what is expected – we are going to continue to experiment. These things are reflected in our students – they embody the values at Stern as students and as alumni. What is the biggest challenge applicants face in presenting a compelling case for acceptance at NYU Stern’s MBA programs? [30:50] Being their most authentic self. We often see people who feel they need to fit into a persona or there is a certain type of person we are looking for. Our program is so rich because of so many different kinds of people with different â€Å"superpowers.† Be true to yourself. In the essays be honest about what you want to do. People get stuck on averages, rather than ranges with our stats. Ask the questions of the schools, talk to students, alums, and if you want to apply, present your authentic self. What would you have liked me to ask you? [37:04] What I’d like people to know is that the school really is on the move. We are always thinking about what’s next, how to better prepare our students, soliciting ideas, having town halls, and welcoming students at the highest level into our offices. Combine that attitude with our location and the people that make Stern what it is, we are truly investing in every single student that comes through the door. Linda: Many times I get a notice that a school rebranded. After 25 years as an admissions consultant, I am often skeptical or don’t really â€Å"see† the change. When I got the press release about NYU it struck me less as rebranding and more as a true reflection of the school Stern truly is. Related Resources: †¢ NYU Stern 2019-20 MBA Essay Tips Deadlines †¢ NYU Stern Applicants: Real-Life Experience DOES Matter †¢ Accepteds MBA Admissions Services Related Shows: †¢ NYU Stern’s New Online Master’s in Quantitative Management †¢ NYU Stern 2018-19 MBA Admissions Scoop: An Interview with Isser Gallogly †¢ Yale MBA: The Inside Scoop on The Essay, Videos Behavioral Assessment †¢ Duke Fuqua Rattles MBA World with Exciting New Curriculum †¢ How to Launch Your Career in High Tech Product Management Subscribe: Podcast Feed NYU Stern An Insider’s Perspective on Getting Accepted [Episode 340] document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/Podcast_audio_files/Podcast/iv_nyu_stern_rabia_ahmed_2019.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify Interview with Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business [Show Summary] NYU Stern is always on the cutting edge, and their new Change: Studio branding reflects that. Executive Director of Strategic Marketing and Admissions, Rabia Ahmed, shares details of the new program as well as what else is new at Stern. At NYU Stern, change is in the air! [Show Notes] It gives me great pleasure to have on Admissions Straight Talk for the first time, Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business. Rabia attended Montclair Sate University and earned her MA in International Education from NYU. She began working at NYU Stern in 2005 and in 2006 became the Assistant Director of MBA Admissions. She has been climbing the admissions office ladder every since, and while this is Rabia’s first time on AST, NYU’s Isser Gallogly has been on several times. I don’t usually like to have school representatives on year after year. However NYU Stern always is innovating and changing things up, so I’ve needed to invite someone from NYU Stern to the show year after year. Indeed NYU Stern’s focus and brand are synonymous with change. We’re going to learn more about that from Rabia. Can you give a brief overview of the Stern MBA program focusing on the more distinctive elements? [2:25] I would highlight three main things – our location, our attitude, and our people. We are located in the greatest neighborhood in the greatest city in the world, we are able to bring in amazing adjunct faculty, and have partnerships with organizations for recruiting but also for experiential learning projects in our backyard. We are also on the move, unbound by tradition, and always thinking about where business is going to make sure we stay in front of it, innovate, and experiment. Finally, people you meet at NYU are really special. When you meet the people you can see how incredible they are. Our faculty is one of the largest, and runs the gamut of industry and function. My next question is usually â€Å"what’s new?† but there is so much new at NYU Stern that I’m going to change things up. Last month Stern announced a re-branding focused on embracing and initiating change. We’re going to explore some of the elements in the program that really reflect that brand starting with Change:Studio. What is Change:Studio? How is it going to work? [5:31] We want students to leave with preparation for the future. When thinking about how quickly things are changing – technology, how people work we think about how we prepare students to embrace that change. Change: Studio brings together leadership, experiential learning, and entrepreneurship in co-curricular programming to provide a structure with which to drive change in an organization. The curriculum overall is called Dare It, Dream It, Drive It. Dare It is focused on leadership, Dream It on experiential learning, and Drive It on starting something new. Everyone goes through the beginning stages of Change:Studio with orientation in the leadership simulation and then they can opt into the Change:Studio program. NYU Stern recently started allowing its applicants to submit the GMAC Executive Assessment in addition to the GRE and GMAT. Why? How is the EA different? [11:25] We have always been an early adopter – we were one of the first schools to accept the GRE. We know testing is very stressful and wanted to make sure students had options. When talking to GMAC we felt this exam could be a really good one for our fulltime program to assess for academic readiness. It is designed for professionals, is shorter in duration, and takes less time to prepare for, so thought it could be a good option for some. We have no preference over which test you decide to take. NYU Stern also released a stellar employment report. Can you go over the numbers for the FT program? [13:13] Our median salary is an all time high and increased by 12% to $140,000. We also had the highest employment three months out, which is 94.2%, and the top three areas were consulting, banking, and technology. How did the graduates of the two specialized MBA programs, the Andre Koo Technology and Entrepreneurship MBA and the Fashion Luxury MBA, fare last year in the job market? [14:44] We launched the two new programs three years ago and have graduated the first batch of students. They are both one year programs and are for those who have a passion for those particular industries. For the technology MBA, roles have been very wide, like data analytics and program management at places like Amazon, Amex, and Uber, so really, really strong placement. On the fashion side that industry tends to hire just in time, so it’s a slightly different process and timeline. The people who join the program want to work in a variety of different industries. We have students who have gone to work in beauty, retail, and consulting at places like Coach, L’Oreal, and Macy’s. A lot of these organizations aren’t necessarily set up for traditional MBA recruiting, so a lot of emphasis is put on networking and building connections so students can get the jobs as they become available. How is the new specialization in healthcare structured? [17:17] It is one of over 20 specializations we offer. You can specialize in up to three or none at all, it is up to the individual. Specializations are cross-disciplinary and we also have a partnership with NYU Wagner, which is the School of Public Administration. To take any specialization you must take three courses in that area. Before we turn to admissions and the application, what verb best describes Change at Stern to you? Why? [18:57] For me, it’s â€Å"Change: Inspire It. Whenever I experience inspiration it is when I am looking at something a different way – while I’m on a walk, or listening to music, or talking to someone else. We have 350 students from so many different countries, backgrounds, and experiences, and we bring them together to inspire each other. Stern innovated in the admissions arena with its focus on EQ and its Pick 6 essay. What’s your best advice for those two distinctive elements in Stern’s MBA application? [21:14] For EQ, it is about finding someone who can talk about your emotional intelligence, your self-awareness, how you are in terms of having difficult conversations, onboarding someone with a very different background, and interpersonal skills. For Pick 6, we are living in a visual world right now – a picture tells a thousand words. Rather than use another essay of words, we really wanted it to be visual. This helps show uniqueness, and we see so many great things – travel, family, challenges, and it is a fun way to see their story come to life. What do you look for now or emphasize more now when evaluating applications than you did 5 or 10 years ago? [26:36] We look for people who share our values, and understand who we are and what we are about. EQ is something we have always looked for. We want people who want to be part of the NYC landscape, our urban advantage. We look for those with an understanding of what good business can do for society, not just looking at the bottom line. That is built into our culture. We are a school of excellence unbound by tradition. We are not going to limit ourselves because of what is expected – we are going to continue to experiment. These things are reflected in our students – they embody the values at Stern as students and as alumni. What is the biggest challenge applicants face in presenting a compelling case for acceptance at NYU Stern’s MBA programs? [30:50] Being their most authentic self. We often see people who feel they need to fit into a persona or there is a certain type of person we are looking for. Our program is so rich because of so many different kinds of people with different â€Å"superpowers.† Be true to yourself. In the essays be honest about what you want to do. People get stuck on averages, rather than ranges with our stats. Ask the questions of the schools, talk to students, alums, and if you want to apply, present your authentic self. What would you have liked me to ask you? [37:04] What I’d like people to know is that the school really is on the move. We are always thinking about what’s next, how to better prepare our students, soliciting ideas, having town halls, and welcoming students at the highest level into our offices. Combine that attitude with our location and the people that make Stern what it is, we are truly investing in every single student that comes through the door. Linda: Many times I get a notice that a school rebranded. After 25 years as an admissions consultant, I am often skeptical or don’t really â€Å"see† the change. When I got the press release about NYU it struck me less as rebranding and more as a true reflection of the school Stern truly is. Related Resources: †¢ NYU Stern 2019-20 MBA Essay Tips Deadlines †¢ NYU Stern Applicants: Real-Life Experience DOES Matter †¢ Accepteds MBA Admissions Services Related Shows: †¢ NYU Stern’s New Online Master’s in Quantitative Management †¢ NYU Stern 2018-19 MBA Admissions Scoop: An Interview with Isser Gallogly †¢ Yale MBA: The Inside Scoop on The Essay, Videos Behavioral Assessment †¢ Duke Fuqua Rattles MBA World with Exciting New Curriculum †¢ How to Launch Your Career in High Tech Product Management Subscribe: Podcast Feed

Valuables Traditions Rites of passage - 624 Words

In a BBC article, Dr. Janssen, a sociologist, asserts, â€Å"People thought rituals were fixed and never hanged but of course they do†¦they get reinterpreted all the time† (Smith-Spark). Unfortunately, the changes referred to in these quotes are for the worse. Almost all cultures have rites of passage that evolve over time, and these have become harmful to their culture and society. After establishing the difference between helpful and harmful rites of passage, it will be easy to see why they need to be changed. Once these factors have been analyzed, it will be obvious that rites of passage are culturally important, but those that have crossed the line of appropriateness should be modified to restore the benefits of these valuable traditions. Rites of passage that inspire positive change can lead to substantial benefits, and are necessary in our world. An example of a religious rite of passage that has major benefits is the Bar Mitzvah. In preparation for the ceremony, I learned to recite many prayers, how to read part of the Torah, and more about myself as a person and Jew. In this transition, the ceremony is not where the actual transition takes place, but the celebration of going through the change and the recitation of what one has learned and done in the process. Major transitions do not take place instantaneously, they gradually occur. Bar Mitzvahs are very beneficial rites of passage, because of how they evoke positive change from adolescent Jews who want to express theirShow MoreRelatedBreaking the Disney Spell2039 Words   |  9 Pagesaddresses many issues, including those of context, society, and alteration of plot. He accuses Walt Disney of attacking the literary tradition of the fairy tale (344). While many s cholars disagree with Zipes accusations, his essay makes very solid and well-presented points that he promptly backs with fact. 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Nature of Man Dbq Essays - 616 Words

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He was content and happy living plainly and not lavishly. He just enjoyed being in good company, (Doc 5). Nicholas Copoernicus, wanted to live his life on how God wanted him to. He would rather live in an orthodox manner, which is how people had been living in the Middle Ages, (Doc 6). Although both men did not want to live differently than most people, they still held their own personal opinion on how they wanted to live. They could of chosen to live extravagant lives and to be powerful men, but it was their chose to be common men. In this way, they show that human nature is unique in how individuals choose to live their lives. The view of the nature of man had changed significantly, in the Renaissance, since the time of the Middle Ages. Each man was now unique and completely different from his neighbor. Every man’s personality and personas were special to the individual. Men were composed of different amounts and types of talents. 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Educating Students with Diverse Abilities - Autism free essay sample

1. 0 Introduction: Autism Spectrum Disorders (ASD) are one of the most common disabilities teachers will face in the classroom. Approximately 1 in 160 children are being diagnosed with having ASD, with autistic disorder (autism) and Aspergers disorder the most prevalent (Australian Advisory Board on Autism Spectrum Disorders, 2007). Australia promotes an inclusive education system meaning that all students with disabilities are encouraged and entitled to be educated within a general school setting where possible. Research shows that distinct improvements in children with ASD can be made if early diagnosis and the right interventions are implemented as early as possible (Australian Advisory Board on Autism Spectrum Disorders, 2008). It is therefore important that generalist primary school teachers are educated about ASD and its multitude of diversity in order to be able to enhance the learning experiences and produce positive outcomes of children with ASD in their classrooms. 1. 1 Overview of Autism Spectrum Disorder: In majority of situations, difficulties in communication, social skills and repetitive behaviours become more evident as the child lags further behind in meeting age appropriate milestones, or shows signs of differing behaviours compared with other children the same age. Each of these indicators can range from very mild to severe and will display differently in each individual child. While every child will display communication, social, and behavioural patterns that are unique, they will all fit into the overall diagnosis of ASD. 2. 0 Implications on Learning: While each child who is diagnosed with ASD will differ greatly on an individual level, all of them will share some common characteristics which will greatly impact on their learning. Learning can be affected in a number of ways and in every case, early intervention has a strong impact on reducing symptoms and increasing a childs ability to develop and learn new skills (Rosenberg et al. , 2008). The State of Queensland (Department of Education and Training) (2006) assert that in an educational setting, ASD impacts on: social interactions, communication, restricted interests in behaviour and sensory processing. Those who do speak are often monotone, and use unusual pitch, rhythm and syntax (Rosenberg et al. , 2008). According to Kunce and Mesibov (1998, p. 231) difficulties with language and communication can interfere with the students ability to, process, understand, or remember verbal information and even students with apparently well-developed language skills may fail to adapt well in an unmodified classroom environment because of social-communication difficulties. A relationship appears to exist between competence in communication, behaviour and overall level of functioning (Light, 1983). Thus, language is a critical area for intervention and must be dealt with as early as possible. Whether through speech therapy or an augmentative system, the main focus of intervention should be on producing functional language for communication (Light, 1983). All children with ASD display restricted, repetitive and stereotyped models of behaviour and interests (Rosenberg et al. , 2008). Children with ASD may have an extreme preoccupation with a particular subject or object which they are infatuated with to the exclusion of any other activity, or may engage in behaviours such as rocking, spinning or finger flicking (Rosenberg et al. 2008). This can impact on learning because it is hard to motivate a student with ASD to take an interest in learning about new subject areas as well as concentrating and staying on task. Most children with ASD are intolerant of change and insist on having the same routines or rituals followed every day. If not maintained, they may become awfully distresse d and may even engage in self-injurious behaviours such as biting, scratching or punching which the child inflicts upon their own body (Rosenberg et al. , 2008). This can be very serious and educators must try to determine the cause and motivation behind the behaviour in order to alleviate it. The child for example may be frustrated about something, may be seeking sensory stimulation, or may be doing it for attention. Once the source of the problem is established a constructive method for treatment can be developed. Some strategies include, tactical ignoring, positive reinforcement, giving the child stimulating activities, and in some cases medication. Rosenberg et al. (2008, p. 255) advise that in educational settings, using the behavioural theory is most useful. Children with ASD might also have difficulty absorbing or interpreting the processes of some or all senses. Some individuals may suffer hypersensitivity to lights or sounds, some may have tactile sensitivity and avoid touching certain objects. This can affect the childs focus, attention span, ability to stay on task, coordination and motivation to participate in certain activities. All of these implications interfere with the everyday activities children are involved in at school and can make learning very challenging. This can affect the childs ability to learn effectively, perform basic tasks, and form friendships. Yet with the right strategies in place their developmental progress in all areas can be enhanced (Ferraioli Harris, 2010). 2. 1 Classroom Challenges: Teachers may face a number of challenges in the classroom when educating a student with ASD however, with the correct approach these students can become active contributors in the classroom. Even though each child with ASD will differ greatly on an individual level, all will present common obstacles for the classroom. Teachers must be able to meet the needs of students by creating an inclusive and productive learning environment for all. As children with ASD often have limited communication abilities and inadequate social skills, it can be challenging for the teacher to implement effective learning activities that cater for all developmental levels within the classroom. It can also be difficult to for them to form meaningful friendships which can lead to isolation. Problems in these areas often lead to difficult behaviour (Trapani, 2004). This is a provision endorsed by the Individuals with Disabilities Education Act (IDEA) to ensure that students with disabilities are educated to the maximum extent appropriate with students who do not have disabilities (Osborne Dimattia, 1994, p. 1). This most commonly consists of inclusive programming in mainstream classrooms with individual programming, in addition to having necessary support. By creating an Individual Education Plan (IEP) for each child with ASD, the teacher can focus on the childs strengths, program according to the childs needs and adapt the classroom environment to maximise learning. Many accommodations can be made to classroom practices which will enhance the learning opportunities for all students as many of the instruction techniques applied to children with ASD can also apply to a number of other children in the classroom. For example, a highly recommended approach to teaching students with ASD is to use visual aids because students with ASD often demonstrate strengths in concrete thinking, rote memory and visual-spatial relationships (Australian Advisory Board on Autism Spectrum Disorders, 2008). While this is beneficial to the student with ASD it will also be beneficial to many other students in the classroom who are also visual learners. Rosenberg et al. (2008) advises that one crucial step towards making sure children with ASD are included in a positive way in the classroom is to ensure that classmates are well informed about the special needs of a peer with ASD. Students with ASD who had positive inclusion experiences had nondisabled classmates who were told explicitly about their peers special needs (Rosenberg et al. , 2008, p. 261). In New South Wales, the State of NSW, Department of Education (2004) and Training have developed the Disability Action Plan 2004 to 2006 in order to comply with the New South Wales Disability Services Act 1993 and the Australian Government Disability Discrimination Act (1992). Education providers, including teachers in New South Wales are expected to comply with the standards of the Action Plan in order to ensure that every child, no matter their disability receives a quality education and is given every opportunity to reach their full potential (Commonwealth of Australia, 2006). This must be done through taking appropriate measures to ensure that programs are designed to cater for individual requirements so that any student with a disability is able to participate in learning experiences on the same basis as a student without a disability, and without any discrimination (Commonwealth of Australia, 2006). People with disabilities have the same basic rights as anyone else and should be treated equally. 3. 1 Ethical Standards for Teachers: Parallel to this, teachers also have ethical responsibilities to adhere to. Teachers must value and respect the diversity of all students by putting their welfare and educational needs first (Groundwater-Smith et al. , 2006). Teachers are obligated to ensure that all students with disabilities are free of any discrimination, are treated fairly, have appropriate adaptations in place, receive suitable support to assist learning, programs of study are provided in a way which the student can learn effectively, and that assessment is adapted so that the student can clearly demonstrate their understanding or competency (Groundwater-Smith et al. , 2006). Teachers must ensure that students with disabilities are free of victimisation or harassment, and that adjustments are made to facilities and programs to cater for their needs (Commonwealth of Australia, 2006). Teachers also need to promote acceptance of people with disabilities amongst other teachers, students and the wider community. 4. 0 Conclusion: In conclusion ASD is a disorder where those diagnosed with it are identified with having impairments in social interaction, communication and behaviours. As a result all students with ASD have unique learning styles and experience difficulties in educational settings. References: http://www.autismaus.com.au/uploads/file/pdfs/EI_Position_Paper_AAB_June_08.pdf http://www.autism.org.uk/