A Study of Students on the Autism Spectrum Transformation in a High School Transition Program

Autor/in	Moore-Gumora, Courteny
Titel	A Study of Students on the Autism Spectrum Transformation in a High School Transition Program
Quelle	In: Educational Leadership and Administration: Teaching and Program Development, 25 (2014), S.77-91 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1064-4474
Schlagwörter	High School Students; Transitional Programs; Autism; Pervasive Developmental Disorders; Learning Disabilities; Constructivism (Learning); Social Justice; Educational Administration; Transformative Learning; Educational Practices; Educational Change; Critical Theory; Qualitative Research; Ethnography; Interviews; Self Esteem; Learning Experience; Individualism; Social Networks; Social Cognition; Developmental Studies Programs; Case Studies; Beery Developmental Test of Visual Motor Integration; Behavior Assessment System for Children; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Learning handicap; Lernbehinderung; Soziale Gerechtigkeit; Bildungsverwaltung; Schuladministration; Schulverwaltung; Pädagogische Transformation; Bildungspraxis; Bildungsreform; Kritische Theorie; Qualitative Forschung; Ethnografie; Interviewing; Interviewtechnik; Self-esteem; Selbstaufmerksamkeit; Lernerfahrung; Individualismus; Social network; Soziales Netzwerk; Soziale Kognition; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Case study; Fallstudie; Case Study
Abstract	This study brings together the theoretical and empirical practices of traditional informative education, radical transformative education, and sustainable education reform. An analysis of learning disability and constructivist learning are used to elucidate the socio-complexity of historic academic constructs concerning educational leadership for social justice. This study is the beginning of a larger future exploration of alternative academic practices as transformative learning in radical school reform. The study considers how transformative education practices produce radical increase in performance outcomes for participants with Autism Spectrum Disorder; this effective impact with severely diagnosed atypical learning population challenge conventional disabled learning theory practices. The ontological student perspective deliberates where in the realm of education does the atypical learner particularly with ASD (specifically with Asperger Syndrome) exist? The students are diagnosed with High Functioning Autism and participate in an urban high school transition program called the Asperger Inclusion Program (AsIP) and an extra-curricular program called Ethos. The study provides access to student experiences that drive discussion to ponder equity and power in pedagogy and society by removing historically tendentious curricular constraints. (As Provided).
Anmerkungen	California Association of Professors of Education Administration. Web site: http://www.capea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10