Family Perspectives on Educational Experiences, Post-School Needs, and Quality of Life of Young Autistic Adults

Autor/inn/en	Walsh, Béibhinn; Dempsey, Rhona; Lawler, Margaret
Titel	Family Perspectives on Educational Experiences, Post-School Needs, and Quality of Life of Young Autistic Adults
Quelle	In: Irish Educational Studies, 40 (2021) 3, S.571-588 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lawler, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.1926309
Schlagwörter	Autism; Pervasive Developmental Disorders; Family Attitudes; Young Adults; Access to Education; Adjustment (to Environment); Coping; Attitudes toward Disabilities; Equal Opportunities (Jobs); Transitional Programs; College Readiness; Career Readiness; Asperger Syndrome; Mothers; Siblings; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Autismus; Young adult; Junger Erwachsener; Education; Access; Bildung; Zugang; Bildungszugang; Bewältigung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Asperger-Syndrom; Mother; Mutter; Sibling; Geschwister; Ausland; Irland
Abstract	This exploratory pilot study examined perspectives of family members of young adults with a diagnosis of Autism Spectrum Disorder regarding the experiences, and level of support their child or sibling received, throughout their years in general education, into early adulthood, and their perception as to the young person's overall current quality of life. Semi-structured interviews were conducted with four family members (mainly mothers) of autistic young adults and analysed thematically. Family members were selected to capture more accurately the nature and extent of supports in place in the general education system during the autistic person's childhood years. Where relevant, perceived challenges pertaining to third-level education were identified including social, residential, and academic supports. The lack of support with transitions from secondary to third-level education and into the workplace was highlighted. Barriers to employment included communication and social interaction difficulties alongside perceived employers' prejudice. The pilot findings highlight the need for support throughout the general education journey and a continuation of accessible support services beyond the age of eighteen for autistic individuals. The study will be extended to gain the perspective from the young person's point of view of services and supports in tertiary education and/or employment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01