Perspectives of University Students with Autism Spectrum Disorder.
Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in postsecondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respo...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 48; no. 3; pp. 651 - 666 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Mar2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128167400&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128167400 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Mar2018 vid: 48 iid: 3 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 128167400 128167400 128167400 10.1007/s10803-017-3257-3 128167400 ppf: 651 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Perspectives of University Students with Autism Spectrum Disorder. aug: au: Anderson, Anastasia H. Carter, Mark Stephenson, Jennifer affil: Department of Educational Studies, Faculty of Human Sciences, Macquarie University, Building X5A, North Ryde, NSW 2109, Australia sug: subj: Students, College Psychosocial Factors Autism Spectrum Disorder Human Academic Failure Surveys Australia Transitional Programs Support, Psychosocial Attitude to Disability Self Disclosure Student Experiences Curriculum ab: Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in postsecondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and individualised curriculum designs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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