[article]
| Titre : |
Autistic undergraduate students’ transition and adjustment to higher education institutions |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur |
| Article en page(s) : |
101883 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Postsecondary Special education Transition Adjustment Higher education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2021.101883 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 |
in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101883
[article] Autistic undergraduate students’ transition and adjustment to higher education institutions [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - 101883. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101883
| Mots-clés : |
Autism Postsecondary Special education Transition Adjustment Higher education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2021.101883 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 |
|
Autistic undergraduate students’ transition and adjustment to higher education institutions in Research in Autism Spectrum Disorders, 89 (November 2021)
