Enhancing Transition Programming for College Students with Autism: A Systematic Literature Review

Autor/in	Nachman, Brett Ranon
Titel	Enhancing Transition Programming for College Students with Autism: A Systematic Literature Review
Quelle	In: Journal of Postsecondary Education and Disability, 33 (2020) 1, S.81-95 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Autism; Pervasive Developmental Disorders; Transitional Programs; Students with Disabilities; Interpersonal Competence; Skill Development; Self Advocacy; Peer Teaching; Mentors; Career Development; Background; Asperger Syndrome; Program Effectiveness; Student Needs; College Bound Students; Curriculum; Program Evaluation; High School Students; Higher Education; College Students + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbehauptung; Peer group teaching; Peer Group Teaching; Berufsentwicklung; Hintergrundinformation; Asperger-Syndrom; Curricula; Lehrplan; Rahmenplan; Programme evaluation; Programmevaluation; High school; High schools; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	This article provides a systematic review of the literature related to college transition programs for students with autism. It addresses how individual programs themselves, as well as associated research, can be enhanced to accommodate the needs, identities, and pathways of individual students with autism more effectively. Methods entailed searching three education databases to yield peer-reviewed journal articles on college autism transition programs. The analysis revealed an emphasis on students' social skills and self-advocacy skills, often with a peer mentorship component, and a deficiency of literature in attending to these students' career objectives, trajectories into college, and multifaceted backgrounds. Implications for practice include offering early exposure to college, redesigning programs to include more awareness of students' other identities, embedding more content on career development, and accounting for community college students' and transfer students' unique pathways. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01