High School to College: Transition Experiences of Young Adults with Autism

Autor/inn/en	Alverson, Charlotte Y.; Lindstrom, Lauren E.; Hirano, Kara A.
Titel	High School to College: Transition Experiences of Young Adults with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 34 (2019) 1, S.52-64 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615611880
Schlagwörter	Asperger Syndrome; High School Graduates; College Bound Students; Special Education; Young Adults; Family Attitudes; Teacher Attitudes; Student Attitudes; Counselor Attitudes; Interpersonal Competence; Communication Skills; Executive Function; Barriers; Student Motivation; Transitional Programs; Goal Orientation; Males; Student Experience + Suchen Sie Ihr Suchwort? Asperger-Syndrom; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Special needs education; Sonderpädagogik; Sonderschulwesen; Young adult; Junger Erwachsener; Lehrerverhalten; Schülerverhalten; Interpersonale Kompetenz; Kommunikationsstil; Schulische Motivation; Zielorientierung; Zielvorstellung; Male; Männliches Geschlecht; Studienerfahrung
Abstract	Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews (N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01