[article]
| Titre : |
Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Ru Ying CAI, Auteur ; Amanda L. RICHDALE, Auteur |
| Année de publication : |
2016 |
| Article en page(s) : |
p.31-41 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism spectrum disorder Transition Higher education Students |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Little research directly examines the needs of post-secondary students with ASD. The experiences and support needs of 23 students with ASD enrolled in two universities and four colleges, and 15 family members were explored in 15 semi-structured focus groups. Thematic analysis identified five themes: core ASD features, co-morbid conditions, transition, disclosure, and services and support. Most students felt educationally but not socially supported; most families felt support was poor in both areas. Transition from secondary school was often unplanned, and disclosure of diagnosis usually occurred after enrolment, often following a significant problem. Many parents provided substantial student support. Thus disclosure of ASD diagnosis and meeting the individual needs of these students are important considerations as higher education enrolments increase. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-015-2535-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 |
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.31-41
[article] Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ru Ying CAI, Auteur ; Amanda L. RICHDALE, Auteur . - 2016 . - p.31-41. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.31-41
| Mots-clés : |
Autism spectrum disorder Transition Higher education Students |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Little research directly examines the needs of post-secondary students with ASD. The experiences and support needs of 23 students with ASD enrolled in two universities and four colleges, and 15 family members were explored in 15 semi-structured focus groups. Thematic analysis identified five themes: core ASD features, co-morbid conditions, transition, disclosure, and services and support. Most students felt educationally but not socially supported; most families felt support was poor in both areas. Transition from secondary school was often unplanned, and disclosure of diagnosis usually occurred after enrolment, often following a significant problem. Many parents provided substantial student support. Thus disclosure of ASD diagnosis and meeting the individual needs of these students are important considerations as higher education enrolments increase. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-015-2535-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 |
|
Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
