Postsecondary Education and Employment for Youth with Autism: Preliminary Results from a Customized Transition Program

Autor/inn/en	Smith, Tammy Jorgensen; Berkman, Karen; Richmond, Susan; Fitzpatrick, Megan; Dillahunt-Aspillaga, Christina J.
Titel	Postsecondary Education and Employment for Youth with Autism: Preliminary Results from a Customized Transition Program
Quelle	In: Rehabilitation Research, Policy, and Education, 33 (2019) 1, S.65-75 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Tammy Jorgensen) ORCID (Richmond, Susan) ORCID (Fitzpatrick, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
DOI	10.1891/2168-6653.33.1.65
Schlagwörter	Postsecondary Education; Autism; Pervasive Developmental Disorders; Transitional Programs; Supported Employment; Individual Needs; College Readiness; Skill Development; Mentors; Young Adults; Sequential Approach; College Students; Communication Skills; Daily Living Skills; Outcomes of Education; Inclusion; Employment Potential; Experiential Learning; School Community Programs; Florida + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Autismus; Arbeitsförderungsmaßnahme; Kompetenzentwicklung; Qualifikationsentwicklung; Young adult; Junger Erwachsener; Schrittfolge; Collegestudent; Kommunikationsstil; Alltagsfertigkeit; Lernleistung; Schulerfolg; Inklusion; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Background/Purpose: Autism spectrum disorders encompass a group of neurodevelopmental disorders whose defining features include deficits in social communication across multiple contexts (American Psychological Association, 2011). The prevalence of autism has been increasing at an alarming rate stemming from changes in diagnostic criteria, genetic risk factors, and growing awareness of the condition. Objective: This primary objective of this article is to provide an overview of a customized transition program, The Learning Academy (TLA), for students with autism. Method: Pretest/posttest survey tool. Findings: Fifty-eight percent (n=15) of respondents reported employment after attending TLA. Of these individuals, 80% (n=12) report they are currently working. Data from a prior survey year captured information from a larger percentage of TLA graduates (85% response rate; n=51) with a total of 63% (n=32) reporting that they had obtained competitive or self-employment. Conclusions: Preliminary evidence indicates that the TLA program is effective in improving postsecondary education and employment rates in graduates. Implications for rehabilitation counseling research, policy, and education are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01