Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study.
Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study.
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DOI：
10.3389/fpsyg.2021.719827
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发表时间：
2021
影响因子：
3.8
通讯作者：
Gillespie-Lynch K
中科院分区：
文献类型：
--
作者：
Cheriyan C;Shevchuk-Hill S;Riccio A;Vincent J;Kapp SK;Cage E;Dwyer P;Kofner B;Attwood H;Gillespie-Lynch K
对越来越多自闭症大学生的支持通常侧重于帮助他们在大学取得成功。然而，即使是受过教育的自闭症患者也会遇到歧视和其他挑战，这可能使他们很难获得有意义的工作。对于大学如何更好地支持自闭症学生和校友克服有意义的就业障碍，人们仍然知之甚少。在这项参与性研究中，一组自闭症和非自闭症研究人员向自闭症 (n = 92) 和非自闭症 (n = 774) 大学生询问了他们的职业抱负、他们认为有助于他们成功实现“梦想工作”的优势以及他们期望遇到的障碍。自闭症参与者上大学的首要目标是改善他们的职业前景。然而，相对较少的自闭症学生表示在大学学习了职业特定技能。与非自闭症学生相比，自闭症学生更有可能寻求学术工作，而不太可能寻求医疗保健职业。自闭症学生强调写作技巧和细节导向是比非自闭症学生更能帮助他们在梦想工作中取得成功的优势。然而，他们也更有可能预期歧视、社会和心理困难会阻碍他们梦想的工作。这些发现表明，大学应优先考虑体验式学习机会，帮助自闭症（和非自闭症）学生培养就业相关技能，同时提供心理健康支持。大学应该通过寻找和雇用自闭症专业人士以及教导自己的员工和雇主如何欣赏和支持自闭症同事来表明其支持多元化学习者的承诺。
Supports for the growing number of autistic university students often focus on helping them succeed in university. However, even educated autistic people experience discrimination and other challenges which can make it very difficult for them to obtain meaningful jobs. Little remains known about how universities can better support their autistic students and alumni in overcoming barriers to meaningful employment. In this participatory study, a team of autistic and non-autistic researchers asked autistic (n = 92) and non-autistic (n = 774) university students about their career aspirations, strengths they believe will help them succeed in their “dream jobs,” and obstacles they expect to encounter. Autistic participants’ top goal in attending college was to improve their career prospects. However, relatively few autistic students reported learning career-specific skills at university. Autistic students were more likely to seek an academic job and less likely to seek a career in healthcare than non-autistic students. Autistic students highlighted writing skills and detail orientation as strengths that could help them succeed in their dream jobs more often than non-autistic students. However, they were also more likely to expect discrimination, social, and psychological difficulties to stand in the way of their dream jobs. These findings suggest that universities should prioritize experiential learning opportunities to help autistic (and non-autistic) students develop employment-related skills while providing mental health supports. Universities should demonstrate their commitment to supporting diverse learners by seeking out and hiring autistic professionals and by teaching their own staff and employers how to appreciate and support autistic colleagues.
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影响因子：
2.2
作者：
Grinker, Roy Richard
通讯作者：
Grinker, Roy Richard
影响因子：
3.8
作者：
Cheryan, Sapna;Plaut, Victoria C.
通讯作者：
Plaut, Victoria C.
DOI：
10.1352/1944-7558-119.1.64
发表时间：
2014-01-01
影响因子：
2.1
作者：
Burgess, Sloane;Cimera, Robert E.
通讯作者：
Cimera, Robert E.
DOI：
10.1002/aur.1897
发表时间：
2018-01
期刊：
Autism research : official journal of the International Society for Autism Research
影响因子：
--
作者：
Farley M;Cottle KJ;Bilder D;Viskochil J;Coon H;McMahon W
通讯作者：
McMahon W
影响因子：
1.8
作者：
Benjamin, Daniel J.;Berger, James O.
通讯作者：
Berger, James O.