Transition to Adulthood: Employment, Education, and Disengagement in Individuals with Autism Spectrum Disorders

Autor/inn/en	Wei, Xin; Wagner, Mary; Hudson, Laura; Yu, Jennifer W.; Shattuck, Paul
Titel	Transition to Adulthood: Employment, Education, and Disengagement in Individuals with Autism Spectrum Disorders
Quelle	(2015), (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/2167696814534417
Schlagwörter	Autism; Pervasive Developmental Disorders; Longitudinal Studies; Postsecondary Education; Enrollment; College Attendance; Employment Level; Unemployment; Barriers; Gender Differences; Family Income; Cognitive Ability; Communication Skills; Disproportionate Representation; Disabilities; Special Education; Transitional Programs; High School Graduates; Dropouts; Surveys; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Autismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Einschulung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Beschäftigungsgrad; Arbeitslosigkeit; Geschlechterkonflikt; Familieneinkommen; Denkfähigkeit; Kommunikationsstil; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Survey; Umfrage; Befragung
Abstract	Relatively little is known about the pathways youth with Autism Spectrum Disorders (ASDs) take in the transition to adulthood in terms of employment and postsecondary education. Applying life course sequence analysis to a nationally representative sample of youth with ASDs (n = 120), this study clustered various longitudinal sequences into three typical transition groups in the 6 years after high school exit: primarily focused on postsecondary education (57.4%), continuously or increasingly disengaged (i.e., not employed nor in postsecondary education, 29.0%), and primarily focused on employment (13.6%). All three groups experienced unique struggles in the transition to adulthood. We found variations in disproportionate transition patterns by gender, family income, functional cognitive skills, and conversational skills. Policy implications are discussed. [This paper was published in "Emerging Adulthood" v3 n1 p37-45 Feb 2015.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01