| Titre : |
Supporting Strong Transitions for Adolescents with Autism Spectrum Disorder |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Erik W. CARTER, Auteur |
| Année de publication : |
2018 |
| Importance : |
p.171-195 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques |
| Résumé : |
A principle purpose of special education is to prepare students with disabilities to flourish in adulthood. The constellation of coursework, extracurricular activities, social events, and other school activities offered across the grade span is all aimed at equipping students with the skills, knowledge, experiences, and connections they need to attain their post-school goals. The poor outcomes being experienced by young adults with ASD are not intrinsic to the disorder. With appropriate transition planning and services, individuals with ASD can also expect to achieve these desired post-school outcomes. This chapter highlights the research concerning evidence-based secondary transition practices and how they can be applied when providing services to individuals with ASD. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 |
Supporting Strong Transitions for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Erik W. CARTER, Auteur . - 2018 . - p.171-195. Langues : Anglais ( eng)
| Index. décimale : |
AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques |
| Résumé : |
A principle purpose of special education is to prepare students with disabilities to flourish in adulthood. The constellation of coursework, extracurricular activities, social events, and other school activities offered across the grade span is all aimed at equipping students with the skills, knowledge, experiences, and connections they need to attain their post-school goals. The poor outcomes being experienced by young adults with ASD are not intrinsic to the disorder. With appropriate transition planning and services, individuals with ASD can also expect to achieve these desired post-school outcomes. This chapter highlights the research concerning evidence-based secondary transition practices and how they can be applied when providing services to individuals with ASD. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 |
|
Supporting Strong Transitions for Adolescents with Autism Spectrum Disorder