Helping Students with Autism Spectrum Disorder at the Community College: What Does the Research Say? What Can You Do?

Autor/in	Highlen, Douglas
Titel	Helping Students with Autism Spectrum Disorder at the Community College: What Does the Research Say? What Can You Do?
Quelle	In: Community College Journal of Research and Practice, 41 (2017) 7, S.447-454 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1199334
Schlagwörter	Pervasive Developmental Disorders; Autism; Community Colleges; Journal Articles; Position Papers; Content Analysis; Performance Factors; Individual Characteristics; Achievement Need; Success; Academic Achievement; Social Development; Daily Living Skills; College Choice; Self Advocacy; Academic Accommodations (Disabilities); Peer Acceptance; Asperger Syndrome + Suchen Sie Ihr Suchwort? Autismus; Community college; Community College; Journal article; Zeitschriftenaufsatz; Positionspapier; Inhaltsanalyse; Leistungsindikator; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Erfolg; Schulleistung; Soziale Entwicklung; Alltagsfertigkeit; Studienortwahl; Selbstbehauptung; Asperger-Syndrom
Abstract	While more and more individuals with Autism Spectrum Disorders (ASD) are choosing to pursue higher education, comparatively little research has been conducted on the success of these students. Even less practical information has been developed and promulgated to classroom educators. This article reviews trade publications, peer-reviewed journal articles, unpublished manuscripts, and data from professional organizations to answer two key questions: first, what are the factors that promote academic and social success at the community college, and second, what are the individual characteristics of those with ASD that impact community college success? Findings indicated that student collegiate persistence can be enhanced by a range of factors including peer acceptance, institution/faculty accommodations, and student self-advocacy skills. In addition, students with ASD exhibited pathologies that both enable and inhibit college success. Finally, this article aims to provide practical guidance to both the community college educator and administrator in assisting students with ASD to succeed at their institutions of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01