Exploring Asperger's Syndrome, Schlossberg's Transition Theory and Federally Mandated Transition Planning: Seeking Improvements

Autor/in	Spencer, Tracy Lynne Wright Lyons
Titel	Exploring Asperger's Syndrome, Schlossberg's Transition Theory and Federally Mandated Transition Planning: Seeking Improvements
Quelle	(2013), (202 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	9781303014215
Schlagwörter	Hochschulschrift; Dissertation; Asperger Syndrome; Autism; Transitional Programs; Qualitative Research; Phenomenology; Adjustment (to Environment); High School Students; College Students; Interviews; Student Participation; Cooperative Planning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Asperger-Syndrom; Autismus; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Interviewing; Interviewtechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Federally mandated transition planning has done little to improve the postsecondary outcomes of people with Asperger's syndrome. Current high school transition planning for students with Asperger's attempts to address some of these areas through family involvement, community inclusion, and the active participation of the student in transition; these programs have not been highly successful. The purpose of this qualitative Interpretational Phenomenological Analysis was to explore possible reasons why transition planning has not improved postsecondary outcomes for people with Asperger's as well as identify potential ways of improving the transition programs. Schlossberg's transition theory provided a matrix of criteria to consider when evaluating a person's ability to adapt to transitions. Twelve participants with Asperger's who were between the ages of 18 and 30 and who attended high school in the United States and attempted college courses were interviewed through asynchronous online interviews. Prominent themes were the small amount of active participation in formal transition planning and the impact of parental involvement. There were few differences between the college experiences of people who had experienced formal transition planning and the people who had not experienced formal transition planning. Participants largely attributed their ability to persevere in college to decisions they had made with their parents. Though the schools may be in a position to offer assistance in transition planning for people with Asperger's, the nature of Asperger's requires a highly individualized approach that is best left to the people responsible for preparing children to go into the world, the parents. For people with Asperger's, Schlossberg's transition theory should be adapted to stress the importance of support over situation, self, and strategy. Future research should involve studies of parent-directed transition planning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10