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A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education / Anastasia H. ANDERSON in Research in Autism Spectrum Disorders, 39 (July 2017)
[article]
Titre : A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur Article en page(s) : p.33-53 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53[article] A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education [Texte imprimé et/ou numérique] / Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur . - p.33-53.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53
Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 Perspectives of University Students with Autism Spectrum Disorder / A. H. ANDERSON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
[article]
Titre : Perspectives of University Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. H. ANDERSON, Auteur ; M. CARTER, Auteur ; J. STEPHENSON, Auteur Année de publication : 2018 Article en page(s) : p.651-665 Langues : Anglais (eng) Mots-clés : Autistic spectrum disorder Educational supports Experiences Higher education On-line survey University Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in post-secondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and individualised curriculum designs. En ligne : https://doi.org/10.1007/s10803-017-3257-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.651-665[article] Perspectives of University Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. H. ANDERSON, Auteur ; M. CARTER, Auteur ; J. STEPHENSON, Auteur . - 2018 . - p.651-665.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.651-665
Mots-clés : Autistic spectrum disorder Educational supports Experiences Higher education On-line survey University Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in post-secondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and individualised curriculum designs. En ligne : https://doi.org/10.1007/s10803-017-3257-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338