College-Based Inclusion Programming for Transition-Age Students With Autism / Dianne ZAGER in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.151-157 Titre : College-Based Inclusion Programming for Transition-Age Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Dianne ZAGER, Auteur ; Carol S. ALPERN, Auteur Année de publication : 2010 Article en page(s) : p.151-157 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs. En ligne : http://dx.doi.org/10.1177/1088357610371331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] College-Based Inclusion Programming for Transition-Age Students With Autism [Texte imprimé et/ou numérique] / Dianne ZAGER, Auteur ; Carol S. ALPERN, Auteur . - 2010 . - p.151-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.151-157 Index. décimale : PER Périodiques Résumé : Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs. En ligne : http://dx.doi.org/10.1177/1088357610371331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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