20 recherche sur le mot-clé 'Higher education'

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs / Valérie VAN HEES in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1673-1688 Titre : Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs Type de document : Texte imprimé et/ou numérique Auteurs : Valérie VAN HEES, Auteur ; Tinneke MOYSON, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.1673-1688 Langues : Anglais (eng) Mots-clés : ASD  Higher education  Qualitative research  Students’ challenges  Benefits  Support needs and recommendations Index. décimale : PER Périodiques Résumé : The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2324-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs [Texte imprimé et/ou numérique] / Valérie VAN HEES, Auteur ; Tinneke MOYSON, Auteur ; Herbert ROEYERS, Auteur . - p.1673-1688. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1673-1688 Mots-clés : ASD  Higher education  Qualitative research  Students’ challenges  Benefits  Support needs and recommendations Index. décimale : PER Périodiques Résumé : The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2324-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Autism and Accommodations in Higher Education: Insights from the Autism Community / J. C. SARRETT in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.679-693 Titre : Autism and Accommodations in Higher Education: Insights from the Autism Community Type de document : Texte imprimé et/ou numérique Auteurs : J. C. SARRETT, Auteur Année de publication : 2018 Article en page(s) : p.679-693 Langues : Anglais (eng) Mots-clés : Accommodations  Autism  Higher education  Neurodiversity Index. décimale : PER Périodiques Résumé : This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more 'autism-friendly'. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students. En ligne : https://doi.org/10.1007/s10803-017-3353-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Autism and Accommodations in Higher Education: Insights from the Autism Community [Texte imprimé et/ou numérique] / J. C. SARRETT, Auteur . - 2018 . - p.679-693. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.679-693 Mots-clés : Accommodations  Autism  Higher education  Neurodiversity Index. décimale : PER Périodiques Résumé : This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more 'autism-friendly'. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students. En ligne : https://doi.org/10.1007/s10803-017-3353-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students / Renee R. DIJKHUIS in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1353-1363 Titre : Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students Type de document : Texte imprimé et/ou numérique Auteurs : Renee R. DIJKHUIS, Auteur ; Leo DE SONNEVILLE, Auteur ; Tim ZIERMANS, Auteur ; Wouter STAAL, Auteur ; Hanna SWAAB, Auteur Article en page(s) : p.1353-1363 Langues : Anglais (eng) Mots-clés : Autism  Executive functioning  Higher education  Young adults Index. décimale : PER Périodiques Résumé : Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04267-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students [Texte imprimé et/ou numérique] / Renee R. DIJKHUIS, Auteur ; Leo DE SONNEVILLE, Auteur ; Tim ZIERMANS, Auteur ; Wouter STAAL, Auteur ; Hanna SWAAB, Auteur . - p.1353-1363. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1353-1363 Mots-clés : Autism  Executive functioning  Higher education  Young adults Index. décimale : PER Périodiques Résumé : Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04267-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Autistic undergraduate students’ transition and adjustment to higher education institutions / So Yoon KIM in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101883 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 [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

Background and enrollment characteristics of students with autism in higher education / Theo BAKKER in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101424 Titre : Background and enrollment characteristics of students with autism in higher education Type de document : Texte imprimé et/ou numérique Auteurs : Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.101424 Langues : Anglais (eng) Mots-clés : Autism  Participation in post-secondary education  Higher education  University  Enrollment Index. décimale : PER Périodiques Résumé : Background The number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. Method Background and enrollment characteristics of students with ASD (n?=?97) were compared to students with other disabilities (OD; n?=?2252) and students with no recorded disabilities (ND; n?=?24,794) based on administrative data of first-year bachelor enrollments (n?=?27,143). Results From 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. Conclusions These quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support. En ligne : https://doi.org/10.1016/j.rasd.2019.101424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Background and enrollment characteristics of students with autism in higher education [Texte imprimé et/ou numérique] / Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Sander BEGEER, Auteur . - p.101424. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101424 Mots-clés : Autism  Participation in post-secondary education  Higher education  University  Enrollment Index. décimale : PER Périodiques Résumé : Background The number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. Method Background and enrollment characteristics of students with ASD (n?=?97) were compared to students with other disabilities (OD; n?=?2252) and students with no recorded disabilities (ND; n?=?24,794) based on administrative data of first-year bachelor enrollments (n?=?27,143). Results From 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. Conclusions These quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support. En ligne : https://doi.org/10.1016/j.rasd.2019.101424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder / Ru Ying CAI in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

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It's the fear of the unknown: Transition from higher education for young autistic adults / J. VINCENT in Autism, 23-6 (August 2019)  

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A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education / Mariya T. DAVIS in Research in Autism Spectrum Disorders, 84 (June 2021)  

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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)  

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Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth / Rebecca L. FLOWER in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

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