Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel

AbstractPostsecondary education has become a viable post-school outcome for many students with disabilities, including students with autism spectrum disorder (ASD). Increasingly, students with ASD are pursuing two and four year degree programs, yet few investigations have examined the extent to which these students are receiving the types of supports and services needed to be successful. In this exploratory study, the experiences of individuals who provide support to students with ASD enrolled in postsecondary degree programs were examined. Semi-structured interviews were conducted with 10 parents and 6 university personnel at one public research university. Data were analyzed using a constant-comparison method (Strauss and Corbin1998). Five themes emerged focused on (a) characteristics and needs of students with ASD, (b) transition to the university, (c) available services and supports, (d) barriers and issues, and (e) additional support needed. Findings suggest that services offered by universities may need to be expanded to meet the unique needs of students with ASD.
Source: Journal of Developmental and Physical Disabilities - Category: Disability Source Type: research

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Conclusions and implicationsAdjustments are needed to the custody process and environment to support interactions between autistic individuals and officers and improve the overall wellbeing of autistic individuals.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
Publication date: Available online 4 December 2019Source: Genomics, Proteomics &BioinformaticsAuthor(s): Guan Ning Lin, Sijia Guo, Xian Tan, Weidi Wang, Wei Qian, Weichen Song, Jingru Wang, Shunying Yu, Zhen Wang, Donghong Cui, Han WangAbstractDe novo variants (DNVs) are one of the most significant contributors to severe early-onset genetic disorders such as autism spectrum disorder, intellectual disability, and other developmental and neuropsychiatric (DNP) disorders. Presently, a plethora of DNVs have been identified using next-generation sequencing, and many efforts have been made to understand their impact at the g...
Source: Genomics, Proteomics and Bioinformatics - Category: Bioinformatics Source Type: research
ConclusionThe WISC-IV profiles might help distinguishing between the cognitive characteristics of ASD and ADHD boys.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
Conclusions and implicationsAutism siblings reported poorer school-related outcomes and increased behavioural difficulties relative to siblings of non-autistic children. There was wide variation in autism siblings’ outcomes, highlighting the importance of taking an individualised and contextualised approach to understanding the varying needs of autism siblings.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
In this study, we performed an extensive assessment of the value of CMA for the diagnosis of children with ID/DD in China. Methods: A total of 633 patients diagnosed with DD/ID in West China Second University Hospital, Sichuan University, were recruited from January 2014 to March 2019. The patients were classified into 4 subgroups: isolated DD/ID, DD/ID with multiple congenital anomalies (MCA), isolated autism spectrum disorders (ASDs), and DD/ID with epilepsy. CMA was performed on Affymetrix 750K platform. Results: Among the 633 patients, 127 cases were identified as having pathogenic copy number variations (pCN...
Source: Biomed Res - Category: Research Authors: Tags: Biomed Res Int Source Type: research
ConclusionAdditional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability.
Source: Research in Autism Spectrum Disorders - Category: Psychiatry Source Type: research
NHS Digital has published annual figures on mental health, learning disability and autism services.
Source: NHS Networks - Category: UK Health Source Type: news
ConclusionResources should be devoted to establishing a family support system that promotes FQOL and buffers parental stress for families of children with ASD.
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Amanda L. Sullivan, Shanna Sadeh, Alaa K. HouriAbstractNearly 50 years of research show persistent racial disproportionality in the identification of special education disabilities, but the underlying mechanisms for these disparities remain largely unexplored. Because ambiguous regulations defining disabilities may allow subjectivity and unlawful differential treatment (i.e., racial bias or discrimination) in the special education eligibility process, an important target of study is disparate treatment of students by race in evaluation...
Source: Journal of School Psychology - Category: Psychiatry & Psychology Source Type: research
Publication date: January 2020Source: Research in Developmental Disabilities, Volume 96Author(s): Zachary Rossetti, Chung eun Lee, Meghan Burke, Sarah HallAbstractMost siblings of individuals with intellectual and developmental disabilities (IDD) report positive sibling relationships. However, extant research often only examines the perspective of the nondisabled sibling; it is unclear whether siblings with IDD report close sibling relationships. Thus, the aim of this study was to understand adult sibling relationships from the perspectives of both siblings with and without IDD. Using dyadic interviews, we examined the per...
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
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