Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur J. E. RAST |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences / A. M. ROUX in Autism Research and Treatment, 2015 (2015)
[article]
Titre : Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences Type de document : Texte imprimé et/ou numérique Auteurs : A. M. ROUX, Auteur ; P. T. SHATTUCK, Auteur ; J. E. RAST, Auteur ; J. A. RAVA, Auteur ; A. D. EDWARDS, Auteur ; X. WEI, Auteur ; M. MCCRACKEN, Auteur ; J. W. YU, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates. En ligne : http://dx.doi.org/10.1155/2015/391693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332
in Autism Research and Treatment > 2015 (2015)[article] Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences [Texte imprimé et/ou numérique] / A. M. ROUX, Auteur ; P. T. SHATTUCK, Auteur ; J. E. RAST, Auteur ; J. A. RAVA, Auteur ; A. D. EDWARDS, Auteur ; X. WEI, Auteur ; M. MCCRACKEN, Auteur ; J. W. YU, Auteur.
Langues : Anglais (eng)
in Autism Research and Treatment > 2015 (2015)
Index. décimale : PER Périodiques Résumé : Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates. En ligne : http://dx.doi.org/10.1155/2015/391693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332