Equipping Youth with Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships

Autor/inn/en	Test, David W.; Smith, Leanne E.; Carter, Erik W.
Titel	Equipping Youth with Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships
Quelle	35 (2014) 2, S.80-90 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0741932513514857
Schlagwörter	Pervasive Developmental Disorders; Autism; Adolescent Development; Transitional Programs; Interpersonal Relationship; Relevance (Education); High School Students; Special Education; Job Skills; Independent Living; Career Development; Recreation; Leisure Time; Self Determination; Peer Relationship; Family Relationship; Teamwork; Community; Needs Assessment; Planning + Suchen Sie Ihr Suchwort? Autismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Relevance; Relevanz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Produktive Fertigkeit; Selbstverantwortung; Berufsentwicklung; Re-creation; Erholung; Freizeit; Selbstbestimmung; Peer-Beziehungen; Bedarfsermittlung; Ablaufplanung; Planungsprozess
Abstract	Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First,we review recent findings related to the post-school employment, education, and independent living outcomes of young adults with ASD. Next, we describe a framework for addressing three important aspects of secondary schooling: rigor, relevance, and relationships. At present, an emphasis on promoting rigor, relevance, and relationships offers a promising approach for addressing the multifaceted needs of youth and young adults with ASD. Rigor, relevance, and relationships should not be viewed as distinct or competing priorities, but as essential, inseparable elements of comprehensive transition education for students with ASD. We conclude with research and policy recommendations for improving the impact of transition service delivery for students with ASD. [This paper was published in "Remedial and Special Education," (EJ1021027).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/1/02