[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 |
|
Educator perspectives on the postsecondary transition difficulties of students with autism in Autism, 23-1 (January 2019)
