Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder.
Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder.
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DOI：
10.1007/s10803-012-1700-z
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发表时间：
2013-07
影响因子：
3.9
通讯作者：
Blackorby J
中科院分区：
文献类型：
--
作者：
Wei X;Yu JW;Shattuck P;McCracken M;Blackorby J
很少有研究调查过一种流行的观点，即自闭症谱系障碍（ASD）患者比普通人群更有可能被科学，技术，工程和数学（STEM）领域所吸引。这项研究分析了来自国家纵向过渡研究-2的数据，这是一个具有全国代表性的特殊教育ASD学生样本。研究结果表明，患有ASD的学生的STEM参与率最高，尽管他们的大学入学率在11个残疾类别和普通人群中排名第三。对于患有ASD的年轻人，发现性别，家庭收入和心理功能技能的中学后入学率和STEM参与不成比例。教育政策的影响进行了讨论。
Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed.
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影响因子：
3.9
作者：
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通讯作者：
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影响因子：
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DOI：
10.1007/s12110-007-9014-0
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2007-01-01
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DOI：
10.1177/10634266050130010301
发表时间：
2005-03-01
影响因子：
1.9
作者：
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通讯作者：
Epstein, MH