[article] 
inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2886-2901

Titre :	Perspectives of Former Students with ASD from Australia and New Zealand on Their University Experience
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur
Article en page(s) :	p.2886-2901
Langues :	Anglais (eng)
Mots-clés :	Asd  Advocacy  Autism spectrum disorder  Educational supports and services  Qualitative study  University students
Index. décimale :	PER Périodiques
Résumé :	The university experience of students with ASD was explored through a qualitative study of 11 former university students and six significant others from Australia and New Zealand. A range of key issues were identified including difficulties encountered when studying, reasons for completion and non-completion, supports used, and coping strategies used by the participants. Many switched to part-time to manage their poor mental health and/or executive function and most had slow rates of progress. Also, some felt they had made poor discipline choices. The participants offered suggestions for future students and for making universities more autism friendly, and the possible need for transition and more structured study supports was identified.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04386-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

[article] Perspectives of Former Students with ASD from Australia and New Zealand on Their University Experience [Texte imprimé et/ou numérique] / Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur . - p.2886-2901.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2886-2901

Mots-clés :	Asd  Advocacy  Autism spectrum disorder  Educational supports and services  Qualitative study  University students
Index. décimale :	PER Périodiques
Résumé :	The university experience of students with ASD was explored through a qualitative study of 11 former university students and six significant others from Australia and New Zealand. A range of key issues were identified including difficulties encountered when studying, reasons for completion and non-completion, supports used, and coping strategies used by the participants. Many switched to part-time to manage their poor mental health and/or executive function and most had slow rates of progress. Also, some felt they had made poor discipline choices. The participants offered suggestions for future students and for making universities more autism friendly, and the possible need for transition and more structured study supports was identified.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04386-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428