Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences

Autor/inn/en	Roux, Anne M.; Shattuck, Paul T.; Rast, Jessica E.; Rava, Julianna A.; Edwards, Amy D.; Wei, Xin; McCracken, Mary; Yu, Jennifer W.
Titel	Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences
Quelle	(2015), (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1155/2015/391693
Schlagwörter	Community Colleges; Two Year College Students; Student Characteristics; Autism; Pervasive Developmental Disorders; Academic Support Services; Student Personnel Services; Disabilities; Special Education; Transitional Programs; Longitudinal Studies; Outcomes of Education; Daily Living Skills; Navigation; Extracurricular Activities; Prior Learning; Vocational Education; Full Time Students; Part Time Students; Self Disclosure (Individuals); Academic Accommodations (Disabilities); Young Adults; Focus Groups; Comparative Analysis; Data Analysis; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Community college; Community College; Autismus; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Alltagsfertigkeit; Außerunterrichtliche Aktivität; Vorkenntnisse; Ausbildung; Berufsbildung; Vollzeitstudium; Part-time students; Teilzeitstudent; Young adult; Junger Erwachsener; Auswertung
Abstract	Approximately 80% of youth on the autism spectrum in the U.S. who attend college will attend a 2-year college at some point in their postsecondary education. These community-based colleges are universally-accessible educational institutions which offer both academic and vocational courses and are experienced in teaching diverse learners who may require developmental academic support. This study used nationally-representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of young adults on the autism spectrum who attended postsecondary education within eight years after high school, focusing on those who attended a 2-year college only. Significantly more (61.5%) who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change (64.6%) compared to 36.6% and 36.8%, respectively, of those who had no postsecondary education. Significantly more (85.7%) 2-year college attenders were able to navigate to places outside the home, while 43.9% of those with no postsecondary education were able to navigate. High school extracurricular participation was common (93.8%) among 2-year college attenders compared to 74.4% of youth who attended vocational/technical education and 58.5% of those who had no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Half attended full-time. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates as well as rates of transition into 4-year college programs. [This article was published in "Autism Research and Treatment" v2015 article ID 39169 p1-10 2015.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01