"Dreaming" of College versus "Going" to College: Expectations and Enrollment among Autistic Students

Autor/inn/en	Kim, Hyejung; Baker, Diana
Titel	"Dreaming" of College versus "Going" to College: Expectations and Enrollment among Autistic Students
Quelle	In: Remedial and Special Education, 43 (2022) 4, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Hyejung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211046050
Schlagwörter	Special Education; Middle School Students; High School Students; Autism Spectrum Disorders; College Attendance; Expectation; Enrollment Trends; Parent Attitudes; Student Attitudes; Student Educational Objectives; Predictor Variables; Aspiration; College Bound Students + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Autism; Autismus; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Expectancy; Erwartung; Elternverhalten; Schülerverhalten; Prädiktor; Streben
Abstract	This study uses data from the National Longitudinal Transitional Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their Individualized Education Programs, only 44% listed postsecondary education as a primary transition goal, and just a third of parents reported expecting that their children would pursue a college education. Furthermore, parental expectations were predicted by cognitive ability, home language, access to the general education curriculum, psychological services, and occupational therapy, while actual enrollment patterns were predicted by a different set of variables: cognitive ability, self-care skills, household responsibilities, conversational skills, access to the general education curriculum, occupational therapy, assistive technology, parent--teacher meetings for postsecondary goal planning, and proportion of White students in school. The predictive patterns suggest practical implications for college-bound students on the spectrum. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01