The Status of Service and Support Provision for Diploma-Track High School Students on the Autism Spectrum

Autor/inn/en	Orsmond, Gael I.; Munsell, Elizabeth G. S.; Coster, Wendy J.
Titel	The Status of Service and Support Provision for Diploma-Track High School Students on the Autism Spectrum
Quelle	In: Journal of Special Education Leadership, 33 (2020) 2, S.90-105 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Autism; Pervasive Developmental Disorders; High School Students; Student Needs; Academic Support Services; Mental Health; Counselor Role; Teacher Role; School Counselors; Special Education Teachers; Interpersonal Competence; Study Skills; Administrator Role; High Schools; Specialists; Student Characteristics; School Districts; Graduation; Pupil Personnel Services; Students with Disabilities + Suchen Sie Ihr Suchwort? Autismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychohygiene; Lehrerrolle; School counselor; Beratungslehrer; Pädagogischer Berater; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Interpersonale Kompetenz; Studientechnik; School district; Schulbezirk; Abschluss; Graduierung; Disability; Disabilities; Behinderung
Abstract	Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services. Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services. (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01