Communities Speak Up: Supporting the K-12 School Transitions of Students with Autism

Autor/inn/en	Smith, Jolan M.; Kataoka, Sheryl H.; Segovi, Francisco R.; Osuna, Anthony; Arriaga, Ivette; Garcia, Consuelo D.; Lee, Hyon Soo; Chiappe, Jenny C.; Juarez, Joseph L.; Kasari, Connie; Hassrick, Elizabeth McGhee; Jones, Felica; Mandell, David S.; Stahmer, Aubyn C.; Mundy, Peter C.; Smith, Tristram; Linares, Deborah E.
Titel	Communities Speak Up: Supporting the K-12 School Transitions of Students with Autism
Quelle	In: Multiple Voices: Disability, Race, and Language Intersections in Special Education, 21 (2021) 1, S.55-77 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Elementary Secondary Education; Minority Group Students; Autism; Pervasive Developmental Disorders; Students with Disabilities; Student Adjustment; Transitional Programs; Social Capital; Social Support Groups; Critical Theory; Race; Family Characteristics; Individual Characteristics; Student Needs; School Orientation; Access to Information; Knowledge Level; Skill Development; Facilitators (Individuals); Meetings; Workshops; Power Structure + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Adjustment; Adaptation; Sozialkapital; Social support; Soziale Unterstützung; Kritische Theorie; Rasse; Abstammung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Meeting; Tagung; Lernwerkstatt; Schulung
Abstract	Few studies use a strengths-based perspective to identify strategies that support K-12 school transitions for historically minoritized families of children with autism spectrum disorder (ASD). In the present study, university researchers partnered with community stakeholders (e.g., disability advocates, community health organizations, etc.) in minoritized communities to examine the school transitions of children with ASD. We sought the experiential knowledge of racially, linguistically, economically, and geographically minoritized parents in the United States (n = 45) and the providers servicing these communities (n = 75) using dialogue groups and individual interviews about school transitions for children and adolescents with ASD. Applying a framework of community cultural wealth (Yosso, 2005), we identified the transition practices these families describe as supportive, and the types of community capital families engaged during the transition process. Supportive transition strategies included school tours and visits, meetings and workshops, transition tools, and skills development. Social and support networks in school and community also bolstered transition success. Implications for school practice include developing formal structures for information sharing across the transition and developing partnerships with community-based organizations that already serve these communities. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. Great Lakes Equity Center. Indiana University School of Education-IUPUI, 902 W. New York St., Indianapolis, IN 46202. Tel: 317-278-3493; e-mail: mvjourn@iupui.edu; Web site: https://meridian.allenpress.com/mvedel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01