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Expectations of Transition-Age Students with Autism Spectrum Disorder toward Postsecondary Education
Peer reviewed
Direct linkXueqin Qian; Seunghee Lee; David R. Johnson; Yi-Chen Wu – Focus on Autism and Other Developmental Disabilities, 2024
The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic…
Descriptors: Autism Spectrum Disorders, Postsecondary Education, Special Education, Students with Disabilities
Francis, Grace L.; Reed, Alexandra S. – Focus on Autism and Other Developmental Disabilities, 2019
Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus…
Descriptors: Young Adults, Parent Child Relationship, Aging (Individuals), Graduates
Barnhill, Gena P. – Focus on Autism and Other Developmental Disabilities, 2016
With the increasing number of students with Asperger syndrome (AS) and high functioning autism (HFA) enrolling in college, it has become apparent that support services are greatly needed to assist these students in navigating college life, both academically and socially. Yet, there is a dearth of research describing the specific supports needed…
Descriptors: Asperger Syndrome, College Students, Pervasive Developmental Disorders, Autism
Download full textWei, Xin; Yu, Jennifer W.; Shattuck, Paul; Blackorby, Jose – Focus on Autism and Other Developmental Disabilities, 2017
Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and…
Descriptors: College Students, Autism, Pervasive Developmental Disorders, Prior Learning
Zeedyk, Sasha M.; Tipton, Leigh Ann; Blacher, Jan – Focus on Autism and Other Developmental Disabilities, 2016
This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing…
Descriptors: Autism, Pervasive Developmental Disorders, Postsecondary Education, Student Personnel Services
Zager, Dianne; Alpern, Carol S. – Focus on Autism and Other Developmental Disabilities, 2010
Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in…
Descriptors: Student Evaluation, Autism, Inclusive Schools, Transitional Programs
Roberts, Kelly D. – Focus on Autism and Other Developmental Disabilities, 2010
For many individuals with an autism spectrum disorder (ASD), attending and completing postsecondary education is a viable option. However, success in postsecondary education for these individuals may require more planning and ongoing support than students without an ASD. This article provides educators and transition support personnel with a range…
Descriptors: Postsecondary Education, Autism, Time Management, Goal Orientation
