Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs / Valérie VAN HEES in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1673-1688 Titre : Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs Type de document : texte imprimé Auteurs : Valérie VAN HEES, Auteur ; Tinneke MOYSON, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.1673-1688 Langues : Anglais (eng) Mots-clés : ASD  Higher education  Qualitative research  Students’ challenges  Benefits  Support needs and recommendations Index. décimale : PER Périodiques Résumé : The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2324-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs [texte imprimé] / Valérie VAN HEES, Auteur ; Tinneke MOYSON, Auteur ; Herbert ROEYERS, Auteur . - p.1673-1688. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1673-1688 Mots-clés : ASD  Higher education  Qualitative research  Students’ challenges  Benefits  Support needs and recommendations Index. décimale : PER Périodiques Résumé : The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2324-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent-Child Relationship / Valérie VAN HEES in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3296-3310 Titre : Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent-Child Relationship Type de document : texte imprimé Auteurs : Valérie VAN HEES, Auteur ; Herbert ROEYERS, Auteur ; Jan DE MOL, Auteur Article en page(s) : p.3296-3310 Langues : Anglais (eng) Mots-clés : Asd  Challenges  Higher education transition  Interpersonal influences  Parent-child relationship  Qualitative research  Support needs Index. décimale : PER Périodiques Résumé : This study examined how 34 senior students and first-year college students with autism spectrum disorder, their mothers (n = 34) and fathers (n = 26) navigate the higher education transition, and how this context impacts on dynamics in the parent-child relationships. Semi-structured interviews were analyzed based on grounded theory and dyadic analysis principles. Both parties were confronted with an abundance of challenges and experienced strong feelings of ambivalence, stress and anxiety. Differences in perspectives occurred regarding the construction of adulthood, the acquisition of autonomy, disclosure and subscribing to support services. These differences caused tensions in the parent-child relationship, hindering the transformation of the relationship into an adult-like mutual relationship. Clinical implications are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-018-3593-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent-Child Relationship [texte imprimé] / Valérie VAN HEES, Auteur ; Herbert ROEYERS, Auteur ; Jan DE MOL, Auteur . - p.3296-3310. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3296-3310 Mots-clés : Asd  Challenges  Higher education transition  Interpersonal influences  Parent-child relationship  Qualitative research  Support needs Index. décimale : PER Périodiques Résumé : This study examined how 34 senior students and first-year college students with autism spectrum disorder, their mothers (n = 34) and fathers (n = 26) navigate the higher education transition, and how this context impacts on dynamics in the parent-child relationships. Semi-structured interviews were analyzed based on grounded theory and dyadic analysis principles. Both parties were confronted with an abundance of challenges and experienced strong feelings of ambivalence, stress and anxiety. Differences in perspectives occurred regarding the construction of adulthood, the acquisition of autonomy, disclosure and subscribing to support services. These differences caused tensions in the parent-child relationship, hindering the transformation of the relationship into an adult-like mutual relationship. Clinical implications are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-018-3593-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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