Literaturnachweis - Detailanzeige
Autor/inn/en | Francis, Grace L.; Duke, Jodi M.; Kliethermes, Andrew; Demetro, Kelsie; Graff, Heidi |
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Titel | Apps to Support a Successful Transition to College for Students with ASD |
Quelle | In: TEACHING Exceptional Children, 51 (2018) 2, S.111-124 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-0599 |
DOI | 10.1177/0040059918802768 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Transitional Programs; Student Adjustment; Computer Oriented Programs; Assistive Technology; Technology Uses in Education; Skill Development; Barriers; Study Habits; Academic Ability; Interaction; Independent Living; Mental Health; Coping Autismus; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Computerprogramm; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Study behavior; Study behaviour; Studienverhalten; Interaktion; Selbstverantwortung; Psychohygiene; Bewältigung |
Abstract | As more students with autism spectrum disorder (ASD) enroll in college after high school, the need for support becomes increasingly significant, particularly in the five key domains of academics, social interactions, independent living, executive functioning, and mental health. Apps can be used to offer low-cost, socially valid support to college students with ASD. However, students with ASD must be explicitly taught to use assistive technology such as apps effectively and appropriately, including taking measures to ensure safety. Educators can use suggested apps and teaching strategies outlined in this article as an additional tool to build student skills and help ensure success in college and beyond. (ERIC). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |