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Over the past two decades, substantial research has documented the increase of students with disabilities enrolling in post-secondary education. The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism

Over the past two decades, substantial research has documented the increase of students with disabilities enrolling in post-secondary education. The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum for post-secondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to design successful post-secondary transition programs for students with an autism spectrum disorder (ASD). The study used archival research and grounded theory to look at expectations of parents with young adults with an ASD and young adults with an ASD on post-secondary transition and to discern whether expectations impact the successful post transition of young adults. More than likely, due to an overall increase in the prevalence of ASDs, many more students with an ASD will be attending a post-secondary educational setting in the near future. Understanding expectations and particular challenges faced by students with an ASD will be necessary for colleges to meet the unique needs of this population.
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    Title
    • Expectations and the post transition of young adults with an autism spectrum disorder to post-secondary education
    Contributors
    Date Created
    2011
    Resource Type
  • Text
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    Note
    • thesis
      Partial requirement for: Ph. D., Arizona State University, 2011
    • bibliography
      Includes bibliographical references (p. 88-102)
    • Field of study: Educational leadership and policy studies

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    Statement of Responsibility

    by Catherine Fox

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