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The mission of the Symposium of University Research and Creative Expression (SOURCE) is to provide a university-wide forum for Central Washington University (CWU) students, encouraging equity, diversity, and inclusivity, representing all disciplines and experience levels, to present their mentored research, scholarship, and creative works in a juried environment that meets professional conference standards and expectations.

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Monday, May 16 • TBA
A Practical Guide for Kindergarten Teachers of Nonverbal Students with Autism Spectrum Disorder (ASD).

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According to Autism Speaks (n.d.), 1 in 44 children is diagnosed with autism spectrum disorder (ASD); and of that group, 40% are nonverbal. Because this number appears to be increasing at a gradual rate, due to the advancements of modern medicine, schools should place more importance and priority on disability awareness. By doing this, we can help to minimize the bullying, stigma, and prejudice that currently exists. Furthermore, it is especially important that proper interventions are taught as early as kindergarten. Per Mitchel (2019), of Education Week, only 1 in 5 general education teachers feel fully prepared to educate their students with learning disabilities, such as ADHD and dyslexia. What more then, for the students they cannot even verbally communicate with? Lawfully, schools are required to ensure students with disabilities are being treated fairly and are receiving “free, appropriate, public education” (FAPE), but when a teacher is unaware of their students’ rights and the resources available to them, it can become a frustrating and ineffective situation. However, through education, advocacy and the proper supports, we can begin to instill confidence and self-efficacy in children who are nonverbal and with ASD, and empathy and understanding in those without disabilities.


Ellah Nichols

Undergraduate, Psychology


Naomi Jeffery Petersen

Mentor, Accessibility Studies

Monday May 16, 2022 TBA

Attendees (8)