Participating, Navigating and Succeeding with Autism Spectrum Disorder in the Ontario Postsecondary Education System

Autor/in	Luey, Jennifer
Titel	Participating, Navigating and Succeeding with Autism Spectrum Disorder in the Ontario Postsecondary Education System
Quelle	In: College Quarterly, 17 (2014) 4, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Postsecondary Education; College Students; Academic Persistence; College Graduates; Access to Education; Financial Support; School Holding Power; Graduation Rate; Interaction; Interpersonal Competence; Student Behavior; Comprehension; Learner Engagement; Academic Accommodations (Disabilities); Transitional Programs; College Choice; College Housing; Costs; Tuition; Student Financial Aid; Teaching Methods; College Faculty; Student Personnel Services; School Orientation; Social Support Groups; Mentors; Literature Reviews; Canada + Suchen Sie Ihr Suchwort? Ausland; Autismus; Post-secondary education; Tertiäre Bildung; Collegestudent; Hochschulabsolvent; Hochschulabsolventin; Education; Access; Bildung; Zugang; Bildungszugang; Finanzielle Förderung; Interaktion; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Verstehen; Verständnis; Studienortwahl; Studentenunterkunft; Cost; Kosten; Unterweisung; Unterricht; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Social support; Soziale Unterstützung; Kanada
Abstract	Increases in the frequency of autism spectrum disorder (ASD) within the postsecondary education system are now beginning to surface. Through a review of the literature this paper will focus on the persistence, retention and successful completion of autistics in the postsecondary education (PSE) sector. The author found no concrete statistics for the prevalence of autism, however the Autism Society of Canada conservatively estimates that 1 in every 200 children in Canada have been diagnosed with autism (Wood, 2013, p. 1). Currently the approximate graduation rate is 20% for the autistic population in the postsecondary sector, which is extremely low (MacKenzie, 2014, 3m 14s). An investigation into the causes of low persistence and retention is needed to determine the necessary actions to increase graduation rates for this particular population. "Recent reviews of outcomes have indicated that individuals with ASD experience low rates of college completion, employment, independent living, and life-long friendships on graduation." (Wehman, Schall, Carr, Targett, West & Cifu, 2014, p. 32) Using the triad of accessibility, funding, and quality is a useful tool, however these aspects are all interrelated, and when one aspect of the triad is affected the other two are also affected. These students are an available market that has many talents to contribute to the postsecondary education sector and society. This author concludes that increasing the persistence, retention, and graduation rates for ASD students provides society with well-educated, employable, and productive contributors. All members of society should have the opportunity to be supported in achieving their potential. Making the initial investments in the ASD community will decrease the need for long term social service funding. This population has valuable contributions to make to the academic arena. By honing their talents and focusing on their interest, these individuals will excel in the global market and assist in supporting and developing their societies. (ERIC).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01