Autism Support in a Community College Setting: Ideas from Intersectionality

Autor/inn/en	Shmulsky, Solvegi; Gobbo, Ken
Titel	Autism Support in a Community College Setting: Ideas from Intersectionality
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 9, S.648-652 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1522278
Schlagwörter	Autism; Community Colleges; Pervasive Developmental Disorders; Two Year College Students; Students with Disabilities; Student Needs; Special Needs Students; Gender Differences; Females; Sexual Identity; Racial Differences; Student Diversity; Teacher Role; Identification (Psychology); Wellness + Suchen Sie Ihr Suchwort? Autismus; Community college; Community College; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Geschlechterkonflikt; Weibliches Geschlecht; Geschlechtsidentität; Sexuelle Identität; Rassenunterschied; Lehrerrolle; Well being; Well-being; Wohlbefinden
Abstract	Autism diagnoses continue to increase, and students who have autism spectrum disorder (ASD) are attending college in greater numbers. Many choose community colleges to start their postsecondary careers, so these institutions have a unique opportunity to provide necessary social support. When developing social support initiatives, it is important to consider the diversity of the spectrum, not just in terms of ASD features, but also cultural factors. Autism is diagnosed more in males than females, is linked to gender nonconformity, and is variably diagnosed across racial groups. This article uses intersectionality as a theoretical framework to identify needs and make suggestions about how to best support students on the spectrum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01