High School to College: Transition Experiences of Young Adults With Autism / Charlotte Y. ALVERSON in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.52-64 Titre : High School to College: Transition Experiences of Young Adults With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte Y. ALVERSON, Auteur ; Lauren E. LINDSTROM, Auteur ; Kara A. HIRANO, Auteur Article en page(s) : p.52-64 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews (N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals. En ligne : https://doi.org/10.1177/1088357615611880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] High School to College: Transition Experiences of Young Adults With Autism [Texte imprimé et/ou numérique] / Charlotte Y. ALVERSON, Auteur ; Lauren E. LINDSTROM, Auteur ; Kara A. HIRANO, Auteur . - p.52-64. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.52-64 Index. décimale : PER Périodiques Résumé : Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews (N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals. En ligne : https://doi.org/10.1177/1088357615611880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

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