Educator perspectives on the postsecondary transition difficulties of students with autism.
Educator perspectives on the postsecondary transition difficulties of students with autism.
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DOI：
10.1177/1362361317726246
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发表时间：
2019-01
期刊：
影响因子：
--
通讯作者：
White SW
中科院分区：
文献类型：
--
作者：
Elias R;Muskett AE;White SW
应对自闭症谱系障碍青少年和新兴成年人所面临的挑战，对于改善这些学生在高等教育环境中的成果至关重要。尽管中学和高等教育教育工作者及工作人员对于帮助这些学生获得服务至关重要，但对于这一利益相关群体在自闭症谱系障碍高等教育学生需求方面的观点，却鲜有研究。我们与中学和高等教育教育工作者进行了一系列焦点小组讨论，以了解教育工作者对于自闭症谱系障碍高等教育学生所面临挑战的看法。能力、自主性和独立性以及人际关系的发展和维持成为主要的困难领域和相应需求。结果表明，在高等教育入学之前和期间，应该实施针对这些领域的有针对性的干预措施，以全面促进过渡。
Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner.
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影响因子：
3.9
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White SW
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