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
-
Résultat de la recherche
9 recherche sur le mot-clé 'postsecondary'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur Article en page(s) : p.2229-2240 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology Adolescent Education of Intellectually Disabled/methods Education, Professional/methods Female Humans Independent Living/education Intellectual Disability/psychology Male Motivation Parents/psychology Program Evaluation Qualitative Research Universities Young Adult Developmental disability Evaluation Intellectual disability Parent Postsecondary Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240[article] Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur . - p.2229-2240.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240
Mots-clés : Academic Performance/psychology Adolescent Education of Intellectually Disabled/methods Education, Professional/methods Female Humans Independent Living/education Intellectual Disability/psychology Male Motivation Parents/psychology Program Evaluation Qualitative Research Universities Young Adult Developmental disability Evaluation Intellectual disability Parent Postsecondary Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Canadian mapping of autism-specific supports for postsecondary students / Megan E. AMES in Research in Autism Spectrum Disorders, 90 (February 2022)
[article]
Titre : Canadian mapping of autism-specific supports for postsecondary students Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : 101899 Langues : Anglais (eng) Mots-clés : Autism Postsecondary University College Support(s) Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101899[article] Canadian mapping of autism-specific supports for postsecondary students [Texte imprimé et/ou numérique] / Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur . - 101899.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101899
Mots-clés : Autism Postsecondary University College Support(s) Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College / Sasha M. ZEEDYK in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)
[article]
Titre : Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College Type de document : Texte imprimé et/ou numérique Auteurs : Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.37-48 Langues : Anglais (eng) Mots-clés : autism spectrum disorder college transition education postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.37-48[article] Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College [Texte imprimé et/ou numérique] / Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.37-48.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.37-48
Mots-clés : autism spectrum disorder college transition education postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Educator perspectives on the postsecondary transition difficulties of students with autism / R. ELIAS in Autism, 23-1 (January 2019)
[article]
Titre : Educator perspectives on the postsecondary transition difficulties of students with autism Type de document : Texte imprimé et/ou numérique Auteurs : R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.260-264 Langues : Anglais (eng) Mots-clés : autism education emerging adult postsecondary transition young adult spectrum needs Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.260-264[article] Educator perspectives on the postsecondary transition difficulties of students with autism [Texte imprimé et/ou numérique] / R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur . - p.260-264.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.260-264
Mots-clés : autism education emerging adult postsecondary transition young adult spectrum needs Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Supports for Postsecondary Students with Autism Spectrum Disorder: A Systematic Review / Cheryl J. WIDMAN in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : Supports for Postsecondary Students with Autism Spectrum Disorder: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl J. WIDMAN, Auteur ; Norma A. LOPEZ-REYNA, Auteur Article en page(s) : p.3166-3178 Langues : Anglais (eng) Mots-clés : Asd Autism Autism spectrum disorder College Postsecondary University Index. décimale : PER Périodiques Résumé : In order to survey extant literature examining support specifically for postsecondary students with Autism Spectrum Disorder (ASD), a systematic review of the literature was conducted through a synthesis of an established protocol of quality indicators for special education research and the methodology for PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Eight themes were identified describing features of programs, interventions, and supports that were implemented or described in the 21 studies reviewed. One of the themes, parent support, is underexamined in the literature relating to postsecondary institutions. Recommendations for needed research are included. En ligne : http://dx.doi.org/10.1007/s10803-020-04409-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3166-3178[article] Supports for Postsecondary Students with Autism Spectrum Disorder: A Systematic Review [Texte imprimé et/ou numérique] / Cheryl J. WIDMAN, Auteur ; Norma A. LOPEZ-REYNA, Auteur . - p.3166-3178.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3166-3178
Mots-clés : Asd Autism Autism spectrum disorder College Postsecondary University Index. décimale : PER Périodiques Résumé : In order to survey extant literature examining support specifically for postsecondary students with Autism Spectrum Disorder (ASD), a systematic review of the literature was conducted through a synthesis of an established protocol of quality indicators for special education research and the methodology for PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Eight themes were identified describing features of programs, interventions, and supports that were implemented or described in the 21 studies reviewed. One of the themes, parent support, is underexamined in the literature relating to postsecondary institutions. Recommendations for needed research are included. En ligne : http://dx.doi.org/10.1007/s10803-020-04409-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Autism Goes to College: Understanding the Needs of a Student Population on the Rise / R. ELIAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
PermalinkIndividualized education program quality for transition age students with autism / Jordan A. FINDLEY in Research in Autism Spectrum Disorders, 91 (March 2022)
PermalinkAutistic undergraduate students’ transition and adjustment to higher education institutions / So Yoon KIM in Research in Autism Spectrum Disorders, 89 (November 2021)
PermalinkUniversity life with ASD: Faculty knowledge and student needs / S. M. ZEEDYK in Autism, 23-3 (April 2019)
Permalink