Literaturnachweis - Detailanzeige
Autor/inn/en | Evans, Dena; Granson, Matthew; Langford, David; Hirsch, Sophie |
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Titel | Autism Spectrum Disorder: Reconceptualising Support for Neurodiverse Students in Higher Education |
Quelle | In: Journal of Higher Education Policy and Management, 45 (2023) 2, S.243-257 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Evans, Dena) ORCID (Langford, David) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-080X |
DOI | 10.1080/1360080X.2023.2180168 |
Schlagwörter | Autism Spectrum Disorders; Students with Disabilities; Student Needs; Higher Education; College Students; Gender Differences; Student Personnel Services; Self Disclosure (Individuals); Interpersonal Relationship; Interaction; Barriers; College Environment; Urban Schools; Student Characteristics; Grade Point Average; Program Effectiveness; Friendship; Self Management; Anxiety Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Hochschulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Freundschaft; Selbstmanagement; Angst |
Abstract | The number of students with ASD entering higher education is increasing. Ensuring that appropriate support structures are in place is imperative for their academic, social, and personal success. However, research on students with ASD often does not include student perspectives. Mismanagement of students' transition into higher education institutions, coupled with a general lack of knowledge regarding their unique needs, can lead to anxiety, stigmatisation, bullying, and poor performance. The objective of this cross-sectional mixed-methods study was to explore the academic, social, institutional, and environmental challenges of students with ASD. Convenience sampling resulted in a sample of 74 students enrolled at a large, urban research university in the southeastern United States. Findings revealed significant differences between gender and use of support services, diagnosis disclosure, social engagement, and difficulties interacting with neurotypical people in an environment often perceived as ill-equipped to provide support. Consequently, potential institutional, programmatic, and policy implications emerged. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |