High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder

Autor/inn/en	Wei, Xin; Yu, Jennifer W.; Shattuck, Paul; Blackorby, Jose
Titel	High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 32 (2017) 2, S.83-92 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615588489
Schlagwörter	College Students; Autism; Pervasive Developmental Disorders; Prior Learning; High School Students; Secondary School Mathematics; Secondary School Science; STEM Education; Majors (Students); Influences; Predictor Variables; Standardized Tests; Scores; Disabilities; Longitudinal Studies; Special Education; Transitional Programs; Advanced Courses; Educational Policy; Regression (Statistics); National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Collegestudent; Autismus; Vorkenntnisse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; STEM; Influence; Einfluss; Einflussfaktor; Prädiktor; Standadised tests; Standardisierter Test; Handicap; Behinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Fortgeschrittenenunterricht; Politics of education; Bildungspolitik; Regression; Regressionsanalyse
Abstract	Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study--2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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