scholarly journals Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Anne M. Roux ◽  
Paul T. Shattuck ◽  
Jessica E. Rast ◽  
Julianna A. Rava ◽  
Amy D. Edwards ◽  
...  
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
Autism Spectrum ◽  
Future Research ◽  
Adults With Autism ◽  
Two Year College ◽  
College Going ◽  
Nationally Representative ◽  
Transition Study ◽  
Vocational Courses

Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates.

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

2021 ◽  
pp. 875687052110279
Author(s):  
Karen Eastman ◽  
Gail Zahn ◽  
Wendy Ahnupkana ◽  
Bryson Havumaki
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
High School Transition ◽  
Transition Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Skills ◽  
Post Secondary ◽  
Education And Employment

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

Differences in Self-Determination Across Disability Categories: Findings From National Longitudinal Transition Study 2012

2020 ◽  
pp. 104420732096439
Author(s):  
Xueqin Qian ◽  
Karrie Shogren ◽  
Omolola A. Odejimi ◽  
Todd Little
Keyword(s):  
Intellectual Disability ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Emotional Disturbances ◽  
Self Determination ◽  
Nationally Representative ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study ◽  
High Incidence Disabilities

Researchers have established variability in self-determination scores across disability groups, but most nationally representative research has used data collected over a decade ago from the National Longitudinal Transition Study 2 (NLTS2). To provide an updated analysis of differences in characteristics of self-determination (i.e., autonomy, psychological empowerment, self-realization) across disability groups, this study analyzed data from the recently completed National Longitudinal Transition Study 2012 (NLTS2012). The authors tested measurement equivalence across seven disability groups: high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments), sensory disabilities (visual and hearing impairment), multiple disabilities (multiple disabilities and deaf-blindness), intellectual disability, traumatic brain injury, orthopedic impairments, and autism spectrum disorder (ASD). Students in the multiple disabilities, intellectual disability, and ASD groups showed lower self-determination scores compared with other disability groups. Greater variability was also found in scores among these groups. Implications for assessment research practice, and policy are highlighted.

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

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.

College Is . . .: Focusing on the College Knowledge of Gang-Associated Latino Young Men

2020 ◽  
pp. 004208592093485 ◽  
Author(s):  
Adrian H. Huerta ◽  
Patricia M. McDonough ◽  
Kristan M. Venegas ◽  
Walter R. Allen
Keyword(s):  
Higher Education ◽  
High School ◽  
Postsecondary Education ◽  
Young Men ◽  
School Personnel ◽  
Ethnographic Study ◽  
College Knowledge ◽  
College Going ◽  
Educational Credential ◽  
Minimal Information

Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or credentials; however, they receive minimal information and support from school personnel to build the needed college-going behaviors and information to plan and prepare for higher education.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

When Different Types of Education Matter

2017 ◽  
Vol 61 (1) ◽  
pp. 94-113 ◽  
Author(s):  
Soo-yong Byun ◽  
Hyunjoon Park
Keyword(s):  
High School ◽  
South Korea ◽  
Postsecondary Education ◽  
Junior College ◽  
Disadvantaged Students ◽  
Vocational High School ◽  
Academic High School ◽  
Different Types ◽  
Nationally Representative ◽  
Effectively Maintained Inequality

Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.

Linguistic processing in high-functioning adults with autism or Asperger's syndrome. Is global coherence impaired?

2000 ◽  
Vol 30 (5) ◽  
pp. 1169-1187 ◽  
Author(s):  
THERESE JOLLIFFE ◽  
SIMON BARON-COHEN
Keyword(s):  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Future Research ◽  
Linguistic Processing ◽  
Adults With Autism ◽  
Global Coherence ◽  
Use Context ◽  
Global Inference

Background. Linguistic processing was explored in normally intelligent adults with either autism or Asperger's syndrome, to test if global coherence was impaired. Global coherence is the ability to establish causal connections and interrelate local chunks into higher-order chunks so that most linguistic elements are linked together thematically. Since individuals with autism are hypothesized to have weak central coherence then one would predict that the clinical groups would have difficulty integrating information globally so as to derive full meaning.Methods. Two experiments were designed to test global coherence. Experiment 1 investigated whether individuals on the autism spectrum condition could arrange sentences coherently. Experiment 2 investigated whether they were less able to use context to make a global inference. Results. The clinical groups were less able to arrange sentences coherently and use context to make a global inference.Conclusions. The results suggest that individuals on the autism spectrum have impaired global coherence. Arranging sentences and making global inferences correlated highly, suggesting that central coherence may be a unitary force in these different tasks. Of the two clinical groups, the autism group had the greater deficit. The effect that such a deficit would have on one's daily life is discussed, along with possible explanations for the clinical groups' greater difficulty, and suggestions for future research.

Factors Associated With the Early Work Experiences of Adolescents With Severe Disabilities

2011 ◽  
Vol 49 (4) ◽  
pp. 233-247 ◽  
Author(s):  
Erik W. Carter ◽  
Diane Austin ◽  
Audrey A. Trainor
Keyword(s):  
High School ◽  
Severe Disabilities ◽  
Paid Work ◽  
Work Experiences ◽  
Factors Associated ◽  
Employment Success ◽  
Nationally Representative ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

Abstract The early work experiences of a nationally representative sample of youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored the extent to which various student-, family-, school-, and community-level factors were associated with paid work experiences during high school. Findings highlight the elusiveness of early work experiences for many youth with severe disabilities and call attention to malleable factors that may play a role in shaping employment success during high school. Recommendations for research and practice are highlighted.

scholarly journals Repositioning Trends of Latina/o/x Student Enrollments in Community Colleges

2018 ◽  
Vol 12 (1) ◽  
pp. 86 ◽  
Author(s):  
Desiree D. Zerquera ◽  
Nancy Acevedo-Gil ◽  
Elizabeth Flores ◽  
Patrick Marantal
Keyword(s):  
Community Colleges ◽  
Postsecondary Education ◽  
Future Research ◽  
Policy Makers ◽  
College Going ◽  
Education Data ◽  
Educational Pathways ◽  
Student College ◽  
Enrollment Data ◽  
The U.S

This study used descriptive statistics to complicate the national narrative of Latina/o/x student college-going trends and aims to provide directions for future research on Latina/o/x students in the community college. Taking a state-by-state perspective, this study examined whether Latina/o/x college students enrolled in community colleges at higher rates than four-year colleges. The data for this study derived primarily from the Integrated Postsecondary Education Data System (IPEDS) enrollment survey for all states and sectors of higher education for the 2012-2013 academic year. We used geographic information systems (GIS) to spatially analyze and compare proportions of Latina/o/x undergraduate enrollments between sectors within states, then across states. Our analysis disaggregated enrollment data by state to reveal important variations among Latina/o/x student enrollments at community colleges across the U.S. In so doing, we aim to inform the work of researchers, policy makers, administrators and educators in efforts to support the educational pathways of Latina/o/x students in the U.S.

scholarly journals Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities

2018 ◽  
Vol 42 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Audrey A. Trainor ◽  
Lynn Newman ◽  
Elisa Garcia ◽  
Heather H. Woodley ◽  
Rachel Elizabeth Traxler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
English Learners ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Secondary Analysis ◽  
School Personnel ◽  
Nationally Representative ◽  
Transition Study ◽  
National Longitudinal Transition Study

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students’ experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services.

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