Evaluation of an Innovative Interest-Based Post-School Transition Programme for Young People with Autism Spectrum Disorder

Autor/inn/en	Ashburner, Jill K.; Bobir, Natasha I.; van Dooren, Kate
Titel	Evaluation of an Innovative Interest-Based Post-School Transition Programme for Young People with Autism Spectrum Disorder
Quelle	In: International Journal of Disability, Development and Education, 65 (2018) 3, S.262-285 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2017.1403012
Schlagwörter	Transitional Programs; Pervasive Developmental Disorders; Autism; Program Evaluation; Program Effectiveness; Individualized Transition Plans; Semi Structured Interviews; Interpersonal Competence; Well Being; Skill Development; Emotional Development; Qualitative Research; Self Motivation; Access to Education; Mentors; Friendship; Educational Environment; Young Adults; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Autismus; Programme evaluation; Programmevaluation; Interpersonale Kompetenz; Well-being; Wellness; Wohlbefinden; Kompetenzentwicklung; Qualifikationsentwicklung; Gefühlsbildung; Qualitative Forschung; Education; Access; Bildung; Zugang; Bildungszugang; Freundschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Young adult; Junger Erwachsener; Ausland; Australien
Abstract	After leaving school, young people with autism spectrum disorder often struggle with social, educational and employment participation. A post-school transition programme underpinned by individualised case management, where mentees are guided to complete self-selected projects by mentors with multimedia skills, was evaluated using a qualitative approach. The programme's impact on mentees' social participation, emotional well-being, project skills and awareness of and transition to post-school options was examined. Eleven mentees (17-21 years), 12 family members and 7 mentors participated in semi-structured interviews. Mentors completed fortnightly records. Findings included positive impacts on mentees' motivation and enjoyment, social participation, emotional well-being and skill development; and an appreciation of the programme flexibility and the high-quality mentor-mentee relationships. Some mentees developed their awareness of future options, while others struggled to articulate their goals. Two of 11 mentees transitioned to further education. Overall, the programme appeared to fulfil a critical need for nurturing, post-school transition programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01