[article]
Titre : |
Accommodations and support services preferred by college students with autism spectrum disorder |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Amy L. ACCARDO, Auteur ; S. J. KUDER, Auteur ; J. WOODRUFF, Auteur |
Article en page(s) : |
p.574-583 |
Langues : |
Anglais (eng) |
Mots-clés : |
accommodations autism spectrum disorders college education services transition |
Index. décimale : |
PER Périodiques |
Résumé : |
This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder. |
En ligne : |
http://dx.doi.org/10.1177/1362361318760490 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 |
in Autism > 23-3 (April 2019) . - p.574-583
[article] Accommodations and support services preferred by college students with autism spectrum disorder [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; S. J. KUDER, Auteur ; J. WOODRUFF, Auteur . - p.574-583. Langues : Anglais ( eng) in Autism > 23-3 (April 2019) . - p.574-583
Mots-clés : |
accommodations autism spectrum disorders college education services transition |
Index. décimale : |
PER Périodiques |
Résumé : |
This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder. |
En ligne : |
http://dx.doi.org/10.1177/1362361318760490 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 |
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