Relevant bibliographies by topics / Autism and transition from school to society

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Autism and transition from school to society'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Autism and transition from school to society"

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Wehman, Paul, Carol Schall, Staci Carr, Pam Targett, Michael West, and Gabriella Cifu. "Transition From School to Adulthood for Youth With Autism Spectrum Disorder." Journal of Disability Policy Studies 25, no. 1 (2014): 30–40. http://dx.doi.org/10.1177/1044207313518071.

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Hendricks, Dawn R., and Paul Wehman. "Transition From School to Adulthood for Youth With Autism Spectrum Disorders." Focus on Autism and Other Developmental Disabilities 24, no. 2 (2009): 77–88. http://dx.doi.org/10.1177/1088357608329827.

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Shogren, Karrie A., and Anthony J. Plotner. "Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2." Intellectual and Developmental Disabilities 50, no. 1 (2012): 16–30. http://dx.doi.org/10.1352/1934-9556-50.1.16.

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Abstract To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership
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Nuske, Heather Joy, Elizabeth McGhee Hassrick, Briana Bronstein, et al. "Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success." Autism 23, no. 2 (2018): 306–25. http://dx.doi.org/10.1177/1362361318754529.

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Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data f
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Shiqun, Liu, and Jiang Guangxue. "Transition from School to Society: Women College Students' Development and Challenges." Chinese Education & Society 33, no. 2 (2000): 50–58. http://dx.doi.org/10.2753/ced1061-1932330250.

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Eapen, Valsamma, Rachel Grove, Elizabeth Aylward, et al. "Transition from early intervention program to primary school in children with autism spectrum disorder." World Journal of Clinical Pediatrics 6, no. 4 (2017): 169–75. http://dx.doi.org/10.5409/wjcp.v6.i4.169.

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Alverson, Charlotte Y., Lauren E. Lindstrom, and Kara A. Hirano. "High School to College: Transition Experiences of Young Adults With Autism." Focus on Autism and Other Developmental Disabilities 34, no. 1 (2015): 52–64. http://dx.doi.org/10.1177/1088357615611880.

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Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary
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McGhee Hassrick, Elizabeth, Wendy Shih, Heather J. Nuske, et al. "Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism." Social Sciences 10, no. 7 (2021): 247. http://dx.doi.org/10.3390/socsci10070247.

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Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative
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Marion, Kim. "Book Review: The Autism Transition Guide: Planning the Journey from School to Adult Life (2009)." Canadian Journal of Occupational Therapy 77, no. 3 (2010): 166. http://dx.doi.org/10.1177/000841741007700302.

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Hume, Kara, Jessica Dykstra Steinbrenner, John Sideris, Leann Smith, Suzanne Kucharczyk, and Kate Szidon. "Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder." Autism 22, no. 1 (2017): 40–50. http://dx.doi.org/10.1177/1362361317722029.

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Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disord
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Dissertations / Theses on the topic "Autism and transition from school to society"

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DeLeo, Charla Brenta Spurlin. "Transitioning Students with Autism Spectrum Disorder from School to Society." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3438.

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High school administrators in a rural school district were providing transition planning to students with autism spectrum disorder (ASD) in order to meet postschool transition goals. Despite these efforts, few students with ASD were employed or enrolled in postsecondary training, and parents reported that they were dissatisfied with the postschool transition process. The purpose of this collective case study was to explore parental and staff perceptions of the postschool transition processes of students with ASD to increase the understanding of the practice related to postschool transitions. G
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O'Leary, Stephen. "'Hidden voices' : an exploratory single case study into the multiple worlds of a 15 year old young man with autism." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3700.

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This thesis presents a 31-day case study carried out with a 15 year old young man who has classical autism. The study involved introducing him to a number of new and challenging activities, in a variety of contexts, over 31 days, that were previously assumed to be outside of his range of capability. The case study found that the application of the concepts of choice, control, challenge and risk had an unexpectedly positive impact upon the young man’s performance. This study further attempts to explore the concept of narrative as a ‘pedagogical bridge’ between the ‘worlds’ of autism and neuroty
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Price, Stephanie R. "THE TRANSITION FROM INTENSIVE BEHAVIOURAL INTERVENTION PROGRAMS TO THE SCHOOL SYSTEM: THE EXPERIENCES OF THE TRANSITION TEAM." Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2156.

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Students with ASD may experience challenges in school; however, literature suggests that they should still have access to public education with appropriate services and supports (Burge, Ouellette-Kuntz, Hutchinson & Box, 2008; Levy & Perry, 2008; Mesibov & Shea, 1996; Odom, 2000; Porter, 2008). The purpose of the current study was to examine the views and perceptions of those involved in the transition of students with ASD from IBI to school in Northern Ontario. Using a mixed-methods approach, members of multiple transition teams were asked to complete The Transition Beliefs Inventory (Levy &
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Richter, Mechthild. ""Now he's a secondary school student" : successful transition from primary to secondary school for students with autism spectrum disorder." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/RICHTER_Mechthild_2019_ED519.pdf.

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Cette thèse portait sur la transition du primaire au secondaire des élèves atteints de troubles du spectre de l’autisme (TSA) en France, dans le contexte du développement de l’inclusion scolaire. L'étude 1 a permis de déterminer les critères d'une transition réussie. Elle a montré que la transition est complexe et touche plusieurs acteurs. L'étude 2 a permis de saisir les représentations sociales d’une transition réussie. Celles-ci sont largement cohérentes entre les gens, qu’ils considèrent ou non un élève atteint de TSA. Néanmoins, des différences subsistent et ont été étudiées plus en détai
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Cortijo-Doval, Elin. "Self-Determination for Students with Disabilities from a Hispanic Background in Transition from School to Work." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1640.

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Miles, K. G. "An exploration of the transition from nursery to primary school for children with autism spectrum conditions (ASC) : parents' perspectives." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573085.

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The increasing prevalence of Autism Spectrum Conditions (ASC) has led to a national response within the UK to implement ways of supporting children and families affected by these conditions. WIthin the field of education, current legislation has identified a need to consider how to incorporate parental views into policy and practice. Key transitions can be particularly stressful for children affected by ASC and their fam~s~owever, little research has explored the first major transition within the education system for children with ASC: starting school. This mixed methods sequential study explo
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Highlen, Douglas. "Minding the Gap: A Grounded Theory Exploration of Transition from Secondary School to Community College for Students Identified with Autism." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/6.

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This qualitative research study aims to facilitate a better understanding of the process of transition from secondary school to community college for students identified with autism. Previous research indicates that though most students identified with autism report that they have strong intentions of pursuing a postsecondary education, comparatively few achieve this goal. Prior research on transition has focused on strategies utilized by secondary schools to facilitate success for students identified with autism or postsecondary institutional approaches utilized once a student has arrived at
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Lam, Gary Yu Hin. "Self-Determination during School-to-Adulthood Transition in Young Adults with Autism Spectrum Disorder from the United States and Hong Kong." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6290.

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There is an increasing population of students with ASD graduating from schools and entering adulthood. Post-school transition is particularly challenging for these young adults and they tend to exhibit unfavorable outcomes in various domains in life. The concept of self-determination has been identified to promote successful transition and adult outcomes. With its root stemming from Western ideologies, the conceptualizations and manifestations of self-determination have rarely been examined across cultures. The present study aims to examine the experiences of self-determination in young adults
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Morris, Stephanie H. "Quality of Life Issues for Three Young Adults with Developmental Disabilities Receiving Music Therapy During Transition from High School to Adult Life: A Phenomenological Inquiry." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399566841.

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Shepherd, Jacqueline. ""Hopefully if I like get the right support at college, I'll be able to like find my way and all that if you know what I mean?" : experiences of transition from special school to mainstream college for young people with autism." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61439/.

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This thesis investigates the transition of young people with autism moving from a small, protected and personalised special school environment to a large, busy mainstream college of further education in England. Whilst potentially unsettling for any young person, this transition can be particularly challenging for young people with autism given a desire for predictability and difficulty in adapting to change. This longitudinal research focused on the experience of transition from the point of view of the young people and their parents, and it contributes to the somewhat limited research on pos
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Books on the topic "Autism and transition from school to society"

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Beth, Urban Mary, ed. The autism transition guide: Planning the journey from school to adult life. Woodbine House, 2009.

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Jerrard, Susan Nancy. Transition from school to further education: A study of the transition of a pupil with Autism and moderate learning difficulties. University of Birmingham, 1997.

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Heine, Steven. From Chinese Chan to Japanese Zen. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190637491.001.0001.

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This work provides a survey and critical investigation of the remarkable century from 1225 to 1325, during which the transformation of the Chinese Chan school into the Japanese Zen sect was successfully completed. The cycle of transfer began with a handful of Japanese pilgrims traveling to China, including Eisai, Dōgen, and Enni, in order to discover authentic Buddhism. They quickly learned that Chan, with the strong support of the secular elite, was well organized in terms of the intricate teaching techniques of various temple lineages. After receiving Dharma transmission through face-to-face
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Bâ, Amadou Hampâté. Amkoullel, the Fula Boy. Translated by Jeanne Garane. Duke University Press, 2021. http://dx.doi.org/10.1215/9781478021490.

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Born in 1900 in French West Africa, Malian writer Amadou Hampâté Bâ was one of the towering figures in the literature of twentieth-century Francophone Africa. In Amkoullel, the Fula Boy, Bâ tells in striking detail the story of his youth, which was set against the aftermath of war between the Fula and Toucouleur peoples and the installation of French colonialism. A master storyteller, Bâ recounts pivotal moments of his life, and the lives of his powerful and large family, from his first encounter with the white commandant through the torturous imprisonment of his stepfather and to his forced a
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Book chapters on the topic "Autism and transition from school to society"

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Hebron, Judith. "The transition from primary to secondary school for students with Autism Spectrum Conditions." In Supporting social inclusion for students with autism spectrum disorders. Routledge, 2017. http://dx.doi.org/10.4324/9781315641348-8.

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Schall, Carol, Paul Wehman, and Staci Carr. "Transition from High School to Adulthood for Adolescents and Young Adults with Autism Spectrum Disorders." In Adolescents and Adults with Autism Spectrum Disorders. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0506-5_3.

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Hawkins, Jacqueline, and Elizabeth P. McDaniel. "Inclusive Transition." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch092.

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Increasing trends in the number of students with disabilities who transition from high school to college and career have been evidenced in the past 30 years. Transition support for students who have been included in secondary school classrooms is necessary to ensure successful outcomes. The purpose of this chapter is to present the evolution of transition support and two evidence-based transition planning approaches. The chapter also presents the laws that support transition at various points in the educational pipeline and suggests training and outcomes that might be provided for students and their families and educators. Inclusive education has done much to spur the need for change in the transition process. The approaches are available. They need to be implemented to support students to persist and succeed in post-secondary education and in the world of work.
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Stark, Helena. "School Leavers With Verified Disabilities." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch019.

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Globally, young adult employment rates have declined in the 21st century. In Australia, youth from non-metropolitan areas have a lower engagement rate in employment than their metropolitan peers, despite one rarely hearing declarations from school leavers that they aim to be unemployed and never work. This chapter investigates transition outcomes for young adults from a non-metropolitan area through a small retrospective study. The purpose is to identify influences that may impact youth engagement in employment or training for school leavers in a small town, and that may be dissimilar from influences affecting their metropolitan counterparts. Research also focuses on the influences affecting transition to employment for school leavers with verified disabilities in non-metropolitan areas and what barriers they experience to accessing employment or study.
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Bargainnier, Sandy, Anneke McEvoy, Zarina Smith, Megan Brown, Najah Zaaeed, and Jessica Maureen Harris. "Chapter 9 Socio-Cultural Factors that Support the Successful Transition of Refugees from Middle School to College." In Refugee Education: Integration and Acceptance of Refugees in Mainstream Society. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/s2055-364120180000011011.

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Soldner, James L., Dimity Peter, Shahrzad Sajadi, and Maria Paiewonsky. "Evidence-Based Transition Practices." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch067.

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Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.
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Caywood, KayDee, and Dominique Langford Rousseau. "Transition to Gainful Employment of High School Students with ASD." In Advances in Early Childhood and K-12 Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch004.

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The following action research study is focused on the effectiveness of the transition to work programs for students with a diagnosis of autism. The research was conducted in a middle-sized school district in Southern California. The study identified graduates from high school who were part of the transition work programs before receiving their certificate of completion or high school diploma. The objective of the study was to establish if the students were employed and to determine the effectiveness of the transition to work program. This qualitative study used surveys and interviews of the graduate students, the students' parents or legal guardians, and the students' previous employers. The researcher obtained information about the effectiveness of the transition work program in relation to the specific training provided by the program in the areas of social skills, knowledge of expectations, sequencing steps of a task and carryout steps until completion, and the ability to ask question when needed.
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Heikkila, Mia R., and Thomas G. Reio, Jr. "The Role of Computerized Personality Assessments in Students with Disabilities' School-to-Work Transition." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch005.

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The use of personality measures for pre-employment selection continues to be decidedly strong. Nationwide retailers have opted to administer these assessments increasingly via computer for prospective employees ranging from entry-level worker to upper-level manager positions. School-to-Work transition students with mental and physical disabilities are among the individuals completing these assessments. Nonetheless, the validity evidence supporting their use with this population remains unclear. Because school-to-work transition programs are designed to enhance students' work competence and ultimately employability, schools need to not only develop students' technical knowledge, but also prepare students to handle taking the personality assessments. This is explored in this chapter.
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Mishra, Piyush. "The Adult Transition Challenge of Autistic Individuals and the Way Ahead." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch080.

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Autism is a life-long neurodevelopmental condition characterized by difficulties in social communication, restricted and repetitive behaviors, and sensory processing issues. In India, there is a huge question mark regarding autistic individuals after they transition into adulthood, more specifically in housing and work options. In this chapter, beginning from the general considerations for upbringing of an autistic individual, attention is given to the need for future planning of autistic adults, more specifically in residential options. Some of the major residential centres are described followed by projections on establishing residential facilities. Following this, examples of life skills training, employment, and inclusion initiatives taking place in India are mentioned. Finally, research directions and other expectations aimed at increasing support for parents and siblings and also improving the lives of individuals on spectrum are discussed.
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Aldenmyr, Sara Irisdotter, and Maria Olson. "Ethical and Care-Oriented, but Still Psychological and ‘At Risk’: Teachers’ Constructions of Young People’s Transition from School to Society." In Youth on the Move: Tendencies and Tensions in Youth Policies and Practices. Helsinki University Press, 2020. http://dx.doi.org/10.33134/hup-3-9.

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Conference papers on the topic "Autism and transition from school to society"

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Lee, Weon Hee, Shi Min, and Seung-chul Kwak. "A Study on Experience of Parents and Teachers for the Transition from Elementary to Middle School of Student with Autism Spectrum Disorder." In 2nd International Conference on Applied Social Science Research (ICASSR 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icassr-14.2014.9.

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BRATILOVEANU, Ionut Florin, and Gabriela MUNTEANU. "Improving Transition from School to Active Life: What Contribution of the European Social Funds." In International Conference Global interferences of knowledge society, November 16-17th, 2018, Targoviste, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.147.

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Hesketh, KR, S. Brage, U. Ekelund, et al. "OP67 Activity levels in mothers and children during the transition to primary school: findings from the southampton women’s survey." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.66.

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Diklić, Katarina, Života Radosavljević, and Jelena Palić. "Elementary School Serbia at the Time of the Covid - 19." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.10.

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Covid 19 is a disease that has spread all over the world. It caused upheavals in all societies and segments of society. This also relates to the Serbian society and its educational system. Education, as an important part of society, experienced a concussion. Serbia's cumbersome education system, many ongoing reforms, dissatisfaction of educators, many unresolved issues were now additionally burdened by the crown and everything it brings with it. How much of the education system, to which the primary school belongs, has successfully responded to these changes? The inflexibility and inelasticity
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenome
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Pogačnik, Marijan, and Irena Gril. "Izračun ogljičnega odtisa pri pridelavi mleka." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.52.

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Agriculture contributes about 10% of greenhouse gas emissions. The transition to a low-carbon society, while increasing food production, poses a major challenge. The article deals with the carbon footprint in organic milk production on the school property in Biotechnical Centre Naklo. Data are collected from central records of cattle, material and financial accounting, annual plans and reports, and from process monitoring according to ISO standards (ISO 9001, 14001). 22 ha of agricultural land with 33 cows and young livestock (46 LSU), grazed throughout the year, are earmarked for the needs of
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