Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences / Anne M. ROUX in Autism Research and Treatment, 2015 (2015)  

Public ISBD [article]  inAutism Research and Treatment > 2015 (2015) Titre : Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences Type de document : texte imprimé Auteurs : Anne M. ROUX, Auteur ; Paul T. SHATTUCK, Auteur ; Jessica E. RAST, Auteur ; J.A. RAVA, Auteur ; A. David EDWARDS, Auteur ; Xin WEI, Auteur ; Mary MCCRACKEN, Auteur ; Jennifer 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 [article] Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences [texte imprimé] / Anne M. ROUX, Auteur ; Paul T. SHATTUCK, Auteur ; Jessica E. RAST, Auteur ; J.A. RAVA, Auteur ; A. David EDWARDS, Auteur ; Xin WEI, Auteur ; Mary MCCRACKEN, Auteur ; Jennifer 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

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder / Xin WEI in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1539-1546 Titre : Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Mary MCCRACKEN, Auteur ; Jose BLACKORBY, Auteur Année de publication : 2013 Article en page(s) : p.1539-1546 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Postsecondary enrollment  College major  Young adult  Science, Technology, Engineering and Mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1700-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder [texte imprimé] / Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Mary MCCRACKEN, Auteur ; Jose BLACKORBY, Auteur . - 2013 . - p.1539-1546. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1539-1546 Mots-clés : Autism spectrum disorder  Postsecondary enrollment  College major  Young adult  Science, Technology, Engineering and Mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1700-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

---

1 (1 - 2 / 2) Par page : 25 50 100 200