Qualification for Upper Secondary Education in Individuals with Autism without Intellectual Disability: Total Population Study, Stockholm, Sweden

Autor/inn/en	Stark, Isidora; Liao, Peiwen; Magnusson, Cecilia; Lundberg, Michael; Rai, Dheeraj; Lager, Anton; Idring Nordström, Selma
Titel	Qualification for Upper Secondary Education in Individuals with Autism without Intellectual Disability: Total Population Study, Stockholm, Sweden
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 4, S.1036-1046 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stark, Isidora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361320975929
Schlagwörter	Foreign Countries; Secondary Education; Autism; Pervasive Developmental Disorders; Eligibility; Secondary School Students; Grades (Scholastic); Qualifications; Comorbidity; Attention Deficit Hyperactivity Disorder; Gender Differences; Socioeconomic Status; Age Differences; Student Characteristics; Students with Disabilities; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Autismus; Eignung; Sekundarschüler; Notenspiegel; Qualifikation; Qualifikationsstufe; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This study used the Stockholm Youth Cohort, a total population cohort (N = 364,957), to describe patterns and predictors of qualification for upper secondary education, defined by passing graduation grades in core compulsory school subjects in contemporary young individuals diagnosed with autism spectrum disorders without intellectual disability (n = 6138). At the expected age for graduation, 16 years, 29% (adjusted rate difference 95% confidence interval (28.0-30.0)) fewer autistic than non-autistic individuals were qualified for upper secondary education (57% and 86%, respectively). Comorbid attention-deficit hyperactivity disorder further increased this difference. Within the group of autistic students without intellectual disability, female sex and lower family income were associated with non-qualification for upper secondary education. The proportion of students with autism without intellectual disability who qualified for upper secondary education increased at age 20. These findings underline the need for improved support for students with a diagnosis of autism without intellectual disability in mainstream education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01