High School to College: Transition Experiences of Young Adults With Autism
High School to College: Transition Experiences of Young Adults With Autism
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DOI：
10.1177/1088357615611880
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发表时间：
2019-03-01
影响因子：
2
通讯作者：
Hirano, Kara A.
中科院分区：
文献类型：
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作者：
Alverson, Charlotte Y.;Lindstrom, Lauren E.;Hirano, Kara A.
与非残疾同龄人相比，残疾青年入学和完成高等教育的可能性较小。我们采用定性、跨案例设计，调查了被诊断患有阿斯伯格综合症 (AS) 的年轻人从高中到大学的过渡经历。数据来源包括家庭调查问卷、特殊教育记录审查以及对患有 AS 的年轻人、家庭成员、教师和康复顾问的多次个人访谈 (N = 27)。高中时期的社交技能、沟通和执行功能挑战一直延续到高等教育环境中。在各个案例中，五个反复出现的主题似乎影响着从高中到高等教育的过渡：(a) 上大学的动机，(b) 高水平的残疾意识，(c) 有意的家庭支持，(d) 协调的过渡规划，以及 (e) 明确的毕业后目标。
Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews (N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.