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A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education / Anastasia H. ANDERSON in Research in Autism Spectrum Disorders, 39 (July 2017)
[article]
Titre : A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur Article en page(s) : p.33-53 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53[article] A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education [Texte imprimé et/ou numérique] / Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur . - p.33-53.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53
Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 Brief Report: New Legislation Supports Students with Intellectual Disabilities in Post-secondary Funding / Ernst O. VANBERGEIJK in Journal of Autism and Developmental Disorders, 42-11 (November 2012)
[article]
Titre : Brief Report: New Legislation Supports Students with Intellectual Disabilities in Post-secondary Funding Type de document : Texte imprimé et/ou numérique Auteurs : Ernst O. VANBERGEIJK, Auteur ; Paul CAVANAGH, Auteur Article en page(s) : p.2471-2475 Langues : Anglais (eng) Mots-clés : Higher functioning Asperger syndrome PDD-NOS Post-secondary education Transition programs Funding Legislation Index. décimale : PER Périodiques Résumé : With the passage of the Higher Education Opportunities Act (HEAO) of 2008, students with intellectual disabilities who are enrolled in a federally approved Comprehensive Transition and Postsecondary Program on a college campus will be eligible for some forms of federal student financial aid. This Brief Report discusses the forms of aid available, the impact upon higher functioning students with ASDs, the impact upon colleges and the potential conflict between HEOA and Individuals with Disabilities Education Act. En ligne : http://dx.doi.org/10.1007/s10803-012-1481-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183
in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2471-2475[article] Brief Report: New Legislation Supports Students with Intellectual Disabilities in Post-secondary Funding [Texte imprimé et/ou numérique] / Ernst O. VANBERGEIJK, Auteur ; Paul CAVANAGH, Auteur . - p.2471-2475.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2471-2475
Mots-clés : Higher functioning Asperger syndrome PDD-NOS Post-secondary education Transition programs Funding Legislation Index. décimale : PER Périodiques Résumé : With the passage of the Higher Education Opportunities Act (HEAO) of 2008, students with intellectual disabilities who are enrolled in a federally approved Comprehensive Transition and Postsecondary Program on a college campus will be eligible for some forms of federal student financial aid. This Brief Report discusses the forms of aid available, the impact upon higher functioning students with ASDs, the impact upon colleges and the potential conflict between HEOA and Individuals with Disabilities Education Act. En ligne : http://dx.doi.org/10.1007/s10803-012-1481-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183 Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
[article]
Titre : Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur Année de publication : 2011 Article en page(s) : p.566-574 Langues : Anglais (eng) Mots-clés : Transition to adulthood Employment Post-secondary education Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-010-1070-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.566-574[article] Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur . - 2011 . - p.566-574.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.566-574
Mots-clés : Transition to adulthood Employment Post-secondary education Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-010-1070-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 Students with Autism Spectrum Disorder in the University Context: Peer Acceptance Predicts Intention to Volunteer / Emily GARDINER in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
[article]
Titre : Students with Autism Spectrum Disorder in the University Context: Peer Acceptance Predicts Intention to Volunteer Type de document : Texte imprimé et/ou numérique Auteurs : Emily GARDINER, Auteur ; Grace IAROCCI, Auteur Année de publication : 2014 Article en page(s) : p.1008-1017 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Acceptance Post-secondary education Behavioral intent Peers Index. décimale : PER Périodiques Résumé : With growing numbers of individuals with autism spectrum disorder (ASD) entering post-secondary institutions, strategies are needed to facilitate the social integration of these students. The goal of this study was to examine the role of various factors in university students’ acceptance of, and intention to volunteer with, a peer with ASD. Both contact quantity and quality emerged as significant predictors of acceptance; however, for those who had experienced direct contact with individuals with ASD, only perceived quality emerged as significant. Moreover, acceptance played a significant role in participants’ likelihood of signing up to volunteer. These findings point to the central role that positive experiences play in attitude formation for this population. En ligne : http://dx.doi.org/10.1007/s10803-013-1950-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1008-1017[article] Students with Autism Spectrum Disorder in the University Context: Peer Acceptance Predicts Intention to Volunteer [Texte imprimé et/ou numérique] / Emily GARDINER, Auteur ; Grace IAROCCI, Auteur . - 2014 . - p.1008-1017.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1008-1017
Mots-clés : Autism spectrum disorder Acceptance Post-secondary education Behavioral intent Peers Index. décimale : PER Périodiques Résumé : With growing numbers of individuals with autism spectrum disorder (ASD) entering post-secondary institutions, strategies are needed to facilitate the social integration of these students. The goal of this study was to examine the role of various factors in university students’ acceptance of, and intention to volunteer with, a peer with ASD. Both contact quantity and quality emerged as significant predictors of acceptance; however, for those who had experienced direct contact with individuals with ASD, only perceived quality emerged as significant. Moreover, acceptance played a significant role in participants’ likelihood of signing up to volunteer. These findings point to the central role that positive experiences play in attitude formation for this population. En ligne : http://dx.doi.org/10.1007/s10803-013-1950-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232