Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder
Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder
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DOI：
10.1007/s10803-015-2535-1
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发表时间：
2016-01-01
影响因子：
3.9
通讯作者：
Richdale, Amanda L.
中科院分区：
文献类型：
--
作者：
Cai, Ru Ying;Richdale, Amanda L.
很少有研究直接调查患有自闭症的大专学生的需求。在15个半结构型焦点小组中，对来自两所大学和四所学院的23名自闭症学生和15名家庭成员的经历和支持需求进行了调查。专题分析确定了五个主题：ASD的核心特征、共病情况、过渡、披露以及服务和支持。大多数学生感到在教育上得到了支持，但在社会上没有得到支持；大多数家庭觉得这两个领域的支持都很差。从中学的过渡往往是计划外的，诊断的披露通常发生在入学之后，往往是在出现重大问题之后。许多家长为学生提供了大量的支持。因此，随着高等教育招生人数的增加，披露ASD诊断和满足这些学生的个性化需求是重要的考虑因素。
Little research directly examines the needs of post-secondary students with ASD. The experiences and support needs of 23 students with ASD enrolled in two universities and four colleges, and 15 family members were explored in 15 semi-structured focus groups. Thematic analysis identified five themes: core ASD features, co-morbid conditions, transition, disclosure, and services and support. Most students felt educationally but not socially supported; most families felt support was poor in both areas. Transition from secondary school was often unplanned, and disclosure of diagnosis usually occurred after enrolment, often following a significant problem. Many parents provided substantial student support. Thus disclosure of ASD diagnosis and meeting the individual needs of these students are important considerations as higher education enrolments increase.