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Journal articles 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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1

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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2

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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3

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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6

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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8

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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10

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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Eastman, Karen, Gail Zahn, Wendy Ahnupkana, and Bryson Havumaki. "Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder." Rural Special Education Quarterly 40, no. 3 (2021): 157–66. http://dx.doi.org/10.1177/87568705211027978.

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Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and oth

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Cremin, Katie, Olive Healy, and Michael Gordon. "Parental perceptions on the transition to secondary school for their child with autism." Advances in Autism 3, no. 2 (2017): 87–99. http://dx.doi.org/10.1108/aia-09-2016-0024.

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Purpose The purpose of this paper is to explore the transition to and early experience of secondary school for students with autism from the perspective of their parents. It aimed to gather the parents’ personal accounts of their views of the transition experience for their child and of their perceptions of both the positive and the negative factors inherent in the process of transition. There was an emphasis on seeking useful information for others from the parent’s perception, views and choices. Design/methodology/approach As parents were reporting on their own perceptions and also their chi

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13

Mandy, William, Marianna Murin, Ozlem Baykaner, et al. "The transition from primary to secondary school in mainstream education for children with autism spectrum disorder." Autism 20, no. 1 (2015): 5–13. http://dx.doi.org/10.1177/1362361314562616.

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14

Pinchevski, Amit, and John Durham Peters. "Autism and new media: Disability between technology and society." New Media & Society 18, no. 11 (2016): 2507–23. http://dx.doi.org/10.1177/1461444815594441.

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This article explores the elective affinities between autism and new media. Autistic spectrum disorder (ASD) provides a uniquely apt case for considering the conceptual link between mental disability and media technology. Tracing the history of the disorder through its various media connections and connotations, we propose a narrative of the transition from impaired sociability in person to fluent social media by network. New media introduce new affordances for people with ASD: The Internet provides habitat free of the burdens of face-to-face encounters, high-tech industry fares well with the

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Richter, Mechthild, Eric Flavier, Maria Popa-Roch, and Céline Clément. "Perceptions on the primary-secondary school transition from French students with Autism Spectrum Disorder and their parents." European Journal of Special Needs Education 35, no. 2 (2019): 171–87. http://dx.doi.org/10.1080/08856257.2019.1643145.

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Richter, Mechthild, Maria Popa-Roch, and Céline Clément. "Successful Transition From Primary to Secondary School for Students With Autism Spectrum Disorder: A Systematic Literature Review." Journal of Research in Childhood Education 33, no. 3 (2019): 382–98. http://dx.doi.org/10.1080/02568543.2019.1630870.

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17

Hadley, Wanda, and Yuqian Zhang. "The Academic Adjustments of First-Year Students with Autism." Research Journal of Education, no. 71 (February 17, 2021): 36–41. http://dx.doi.org/10.32861/rje.71.36.41.

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Students with learning disabilities, specifically those with autism spectrum disorders (ASD) transitioning from high school to college might face barriers to their academic participation. Seamless access on campus for students with ASD should be a priority that includes accommodations, a culture that is inclusive, and faculty that understand the issues related to having students with ASD in the classroom. This study reviews the experiences of the same group of entering first-year students with ASD over a two-year period as they adjust to the transition to college. Students struggled to move aw

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Fakhrou, Abdulnaser A., and Sara A. Ghareeb. "The Anxiety Level of the Children with Autism and Its Relationship with Several Variables in Qatar." Journal of Education and Learning 9, no. 4 (2020): 118. http://dx.doi.org/10.5539/jel.v9n4p118.

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The present study aimed to explore the anxiety level of the children with autism in Qatar. It aimed to explore whether there is any statistically significant difference between the anxiety levels of the autistic children which can be attributed to (gender, school stage, school type or family type). The researchers adopted a descriptive analytical approach. The sample consists from 250 female and male children with autism. Those children were selected from public and private schools in Qatar. The scale of the present study was developed based on the anxiety scale for children with&nbsp;auti

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19

Schall, Carol, Paul Wehman, and Jennifer L. McDonough. "Transition from School to Work for Students with Autism Spectrum Disorders: Understanding the Process and Achieving Better Outcomes." Pediatric Clinics of North America 59, no. 1 (2012): 189–202. http://dx.doi.org/10.1016/j.pcl.2011.10.009.

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20

Fontil, Laura, Ingrid E. Sladeczek, Jalisa Gittens, Nataliya Kubishyn, and Kothar Habib. "From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders." Research in Developmental Disabilities 88 (May 2019): 30–41. http://dx.doi.org/10.1016/j.ridd.2019.02.006.

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21

Burke, Meghan M., Sydney N. Waitz-Kudla, Carol Rabideau, Julie Lounds Taylor, and Robert M. Hodapp. "Pulling back the curtain: Issues in conducting an intervention study with transition-aged youth with autism spectrum disorder and their families." Autism 23, no. 2 (2018): 514–23. http://dx.doi.org/10.1177/1362361317753016.

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The transition from high school to adulthood is difficult for youth with autism spectrum disorder and their families. Recognizing these challenges, there is a small but emerging body of literature testing interventions to improve the transition process. But there are many challenges in performing intervention research that have yet to be fully addressed. We discuss issues that should be considered when conducting interventions with individuals with autism spectrum disorder to improve the transition to adulthood, drawing from our study of a parent training to facilitate access to adult services

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Stone, David C. "22. High to Low Tide: The High School–University Transition." Collected Essays on Learning and Teaching 3 (June 13, 2011): 133. http://dx.doi.org/10.22329/celt.v3i0.3252.

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In this paper I summarize some key findings from a three-year study of the high school-university transition for students attending a large arts and science faculty, within the context of their first university chemistry course. I then discuss these results within the broader context of research on success in higher education. Final conclusions are drawn from both my own observations and participant discussion from the session at the 2009 Society for Teaching and Learning in Higher Education (STLHE) conference at the University of New Brunswick.

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23

Hart Barnett, Juliet E., and Robert Crippen. "Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability." Physical Disabilities: Education and Related Services 33, no. 2 (2014): 1–15. http://dx.doi.org/10.14434/pders.v33i2.5186.

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Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are under-employed. Enrollment in vocational or employment-related programs in high schooi improves post secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students

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Strnadová, Iva, Therese M. Cumming, and Joanne Danker. "Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives." Australasian Journal of Special Education 40, no. 2 (2016): 141–56. http://dx.doi.org/10.1017/jse.2016.2.

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Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special gov

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Roberts, Kelly D. "Topic Areas to Consider When Planning Transition From High School to Postsecondary Education for Students With Autism Spectrum Disorders." Focus on Autism and Other Developmental Disabilities 25, no. 3 (2010): 158–62. http://dx.doi.org/10.1177/1088357610371476.

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26

HERMAN, GRIGORE VASILE, MIHAELA SIMONA BIRIȘ, DORINA CAMELIA ILIEȘ, et al. "The perception of geography in school and society." Baltic Journal of Health and Physical Activity 12, Special Issue 1 (2020): 112–19. http://dx.doi.org/10.29359/bjhpa.12.spec.iss1.13.

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Background: The profound changes that the Romanian society has experienced, at the background of its transition to an information and knowledge-based society, have imposed new directions and perspectives in the field of study of Geography at school and in the society. In this context, the present study aims to know the perception of the student-teacher-parent triad regarding the role of Geography at school and in the society. Material and methods: Using the method of questionnaire, a number of 927 participants were consulted, of which 421 were students, 357 teachers and 149 parents from Bihor

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Cumming, Therese M., Iva Strnadová, and Joanne Danker. "Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice." Australasian Journal of Special and Inclusive Education 44, no. 1 (2020): 28–45. http://dx.doi.org/10.1017/jsi.2020.1.

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AbstractStudents with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from

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Bentley-Williams, Robyn, and Nancy Butterfield. "Transition From Early Intervention to School: A Family Focussed View of the Issues Involved." Australasian Journal of Special Education 20, no. 2 (1996): 17–28. http://dx.doi.org/10.1017/s1030011200023691.

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This paper focuses on the concerns facing families of young children with disabilities as their child approaches transition to school. Three families were interviewed to gain insight into a) their feelings and concerns about their child’s transition to school, b) their understanding of the supports that currently exist and those that are needed to facilitate transition, and c) the influence of society on the development of the family’s values and attitudes which affect decisions about transition to school.The results of the three interviews confirm earlier research findings which indicate the

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Cencič, Majda, and Barbara Horvat. "Transition from Preschool to School in Relation to the Implementation of Educational Activities Outdoors." Revija za elementarno izobraževanje 14, no. 1 (2021): 47–72. http://dx.doi.org/10.18690/rei.14.1.47-72.2021.

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Implementation of educational activities outside the buildings of the institution has several advantages. For this reason, we were interested in the transition from preschool to the first grade of primary school in relation to the implementation of curricular activities in preschool or in the first grade of primary school outdoors. The results have shown that the external premises of the institution are statistically more frequently used by preschool teachers than by schoolteachers. Only in the implementation of the subject environment in the first grade compared to the implementation of curri

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Croydon, Abigail, Anna Remington, Lorcan Kenny, and Elizabeth Pellicano. "‘This is what we’ve always wanted’: Perspectives on young autistic people’s transition from special school to mainstream satellite classes." Autism & Developmental Language Impairments 4 (January 2019): 239694151988647. http://dx.doi.org/10.1177/2396941519886475.

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Background & aims According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailo

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Whittenburg, Holly N., Carol M. Schall, Paul Wehman, Jennifer McDonough, and Thomas DuBois. "Helping High School-Aged Military Dependents With Autism Gain Employment Through Project SEARCH + ASD Supports." Military Medicine 185, Supplement_1 (2019): 663–68. http://dx.doi.org/10.1093/milmed/usz224.

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Abstract Introduction: Youth with autism spectrum disorder (ASD) face high rates of unemployment, with unique challenges for military-dependent and -connected youth with ASD. This paper reports preliminary findings from Year One of a randomized waitlist controlled trial investigating the efficacy of the Project SEARCH + ASD Supports (PS + ASD) intervention model for military-dependent and -connected youth with ASD. Methods: Treatment group participants (n = 6) participated in internships at a military installation in the southeastern United States; waitlist group participants (n = 8) received

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Lounds Taylor, Julie, Ryan E. Adams, and Somer L. Bishop. "Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school." Autism Research 10, no. 4 (2016): 663–72. http://dx.doi.org/10.1002/aur.1709.

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Stack, Karen, Jennifer E. Symonds, and William Kinsella. "The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review." Research in Autism Spectrum Disorders 84 (June 2021): 101782. http://dx.doi.org/10.1016/j.rasd.2021.101782.

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Chen, Nigel, Scott Miller, Ben Milbourn, et al. "“The big wide world of school”: Supporting children on the autism spectrum to successfully transition to primary school: Perspectives from parents and early intervention professionals." Scandinavian Journal of Child and Adolescent Psychiatry and Psychology 8 (2020): 91–100. http://dx.doi.org/10.21307/sjcapp-2020-009.

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Geller, Lynda L., and Michael Greenberg. "Managing the Transition Process From High School to College and Beyond: Challenges for Individuals, Families, and Society." Social Work in Mental Health 8, no. 1 (2009): 92–116. http://dx.doi.org/10.1080/15332980902932466.

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36

Carter, Erik W., Diane Austin, and Audrey A. Trainor. "Factors Associated With the Early Work Experiences of Adolescents With Severe Disabilities." Intellectual and Developmental Disabilities 49, no. 4 (2011): 233–47. http://dx.doi.org/10.1352/1934-9556-49.4.233.

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Abstract The early work experiences of a nationally representative sample of youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored the extent to which various student-, family-, school-, and community-level factors were associated with paid work experiences during high school. Findings highlight the elusiveness of early work experiences for many youth with severe disabilities and call attention to malleable factors that may play a role in shaping employment success

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Qian, Xueqin, David R. Johnson, Yi Chen Wu, John LaVelle, Martha L. Thurlow, and Ernest Davenport. "Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012." Research and Practice for Persons with Severe Disabilities 45, no. 4 (2020): 256–70. http://dx.doi.org/10.1177/1540796920962423.

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This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parent

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Georgievski, Petre. "Social context of school crisis and the patterns of school violence." Sociologija 51, no. 1 (2009): 1–22. http://dx.doi.org/10.2298/soc0901001g.

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The article starts from the idea that crisis in society, especially in instances such as the Macedonian society in the period of transition, conditions the crisis of the school. Symptoms of the latter ar not just the declining quality of teaching but also increased frequency of physical forms of school violence. The concept of violence is complex and its definitions range from 'verbal violence' to 'uncivilized behavior'. School violence occurs always in a certain social context, considered in this article at three levels: 1) the level of Macedonian society; 2) the global level or globalising c

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-Xia, Feng, Yuzhen -Xu, and Li -Jiang. "Implementation of Support Programs for Life Long Educational Inclusion of Students with Special Needs." World Journal of Educational Research 7, no. 2 (2020): p103. http://dx.doi.org/10.22158/wjer.v7n2p103.

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With the implementation of inclusive education, students with special needs, such as learning disabilities, emotional & behavioral disorders, speech & language disabilities, autism, and gifted children, are in need of professional support. In the future, inclusive education will focus on compulsory education and continuously extend to early intervention and eldly service until lifelong education. Based on the overall education goals of the 2030 Agenda for Sustainable Development issued by the United Nations Development Summit, Shanghai Changning District has carried out a practical exp

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Roux, Anne M., Paul T. Shattuck, Jessica E. Rast, et al. "Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences." Autism Research and Treatment 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/391693.

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Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little

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Costley, Debra, Susanna Baldwin, Trevor Clark, et al. "The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership." Australasian Journal of Special and Inclusive Education 44, no. 1 (2020): 46–59. http://dx.doi.org/10.1017/jsi.2020.2.

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AbstractPrevious research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to ‘problem-solve’ complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly ‘home mission’ assignments. Drawing on data from a schoo

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Dormand, L., and E. F. Shvedovskiy. "Inclusion in the work with children with autism spectrum disorders." Autism and Developmental Disorders 15, no. 3 (2017): 69–72. http://dx.doi.org/10.17759/autdd.2017150309.

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Work fellow of Federal recourse center with the support of Moscow state university of psychology and education press-office had an interview with Lorraine Dormand, the director of the Robert Ogden School for children with ASD, managed by UK’s National autistic society. Mrs. Dormand took part in the IV International scientific and practical conference «Inclusive education: continuity of inclusive culture and practice», which was held in the end of June in Moscow. Following issues were discussed: the role of inclusion in the education system of Russia and Great Britain, general impression from t

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Wei, Xin, Jennifer W. Yu, Paul Shattuck, and Jose Blackorby. "High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 32, no. 2 (2015): 83–92. http://dx.doi.org/10.1177/1088357615588489.

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Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study–2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took mo

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Fotev, Georgy. "Dissent and Civil Society in the Balkans." Journal of Interdisciplinary Studies 18, no. 1 (2006): 93–110. http://dx.doi.org/10.5840/jis2006181/25.

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The code name "Balkanization" has many aspects, but in all cases it is quite negative. Belated modernization in the region--the transition from traditional to modem society--has been subject to a constellation of contradictory factors externally dependent on the Great Powers' clashing geopolitical interests. Following World War II, this region, except for Greece and Turkey, became part of the Soviet Empire and the communist project. Totalitarian states are in radical opposition to civil society, and this incompatibility is evident even in the comparatively mild case of Tito's Yugoslavia. The i

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Tsui, Kwok-Tung, Chi-Kin John Lee, King-Fai Sammy Hui, Wai-Sun Derek Chun, and Nim-Chi Kim Chan. "Academic and Career Aspiration and Destinations: A Hong Kong Perspective on Adolescent Transition." Education Research International 2019 (November 3, 2019): 1–14. http://dx.doi.org/10.1155/2019/3421953.

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Understanding the academic and career aspirations of adolescents and their destinations could inform policy makers and educators about how best to provide support at society and school levels to facilitate adolescents transitioning from school to further education and work. The current qualitative study investigates seven senior secondary students from three schools with varying intakes of student ability under the “Secondary School Places Allocation System” in Hong Kong. By employing a Systems Theory Framework, the study looked into the academic and career aspirations of these students and tr

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Nah, Yong-Hwee. "Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum disorder within inclusive settings." Advances in Autism 6, no. 3 (2020): 205–14. http://dx.doi.org/10.1108/aia-05-2019-0013.

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Purpose Students with autism spectrum disorder (ASD) often have challenging behaviours that can create significant teaching challenges in group settings such as in mainstream pre-school inclusive settings. This study aims to identify and understand, from the perspectives of mainstream pre-school teachers in Singapore, the type of common challenging behaviours observed in pre-schoolers (mean age = 4.5 years, SD = 1.1, range = 3-6) with ASD. Design/methodology/approach Participants consisted of 62 teachers (mean age = 35.8 years; SD = 10.8) teaching in mainstream pre-school centres located in Si

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Scheef, Andrew R., Aleksandra Hollingshead, and Cory S. Voss. "Peer Support Arrangements to Promote Positive Postschool Outcomes." Intervention in School and Clinic 54, no. 4 (2018): 219–24. http://dx.doi.org/10.1177/1053451218782430.

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The use of peer support arrangements can be an effective strategy to improve educational services for students with disabilities, including those with autism spectrum disorder (ASD). When developing peer support arrangements, secondary teachers should consider aligning these services with evidence-based predictors of positive postschool outcomes to help students with ASD achieve transition-related goals. This article presents research-based strategies as well as evidence from peer support arrangements program implemented at a rural high school.

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Arar, Khalid, and Tamar Shapira. "Leading a Quiet Revolution: Women High School Principals in Traditional Arab Society in Israel." Journal of School Leadership 22, no. 5 (2012): 853–74. http://dx.doi.org/10.1177/105268461202200502.

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This article investigates why very few Arab women persevere to become principals in Arab high schools in Israel. It identifies these trailblazers’ distinguishing characteristics through the narratives of two Arab women, high school principals, tracing their transition from teaching to management, describing the intertwining of their personal and professional lives, examining their career choices from a gender perspective, and noting the changes they have implemented within Arab high schools in Israel. Research indicates that Arab society still views school principalship as a male role and that

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Skura, Monika. "„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej." Kwartalnik Pedagogiczny 64, no. 3 (253) (2019): 119–38. http://dx.doi.org/10.5604/01.3001.0013.5535.

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Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism)

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Goodman, Penelope J. "Bridging the gap: teaching and studying Ancient History and Classical Civilisation from school to university." Journal of Classics Teaching 18, no. 35 (2017): 48–53. http://dx.doi.org/10.1017/s2058631017000071.

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The difficulties which students can encounter when making the transition from school or college to university are widely recognised. In some ways, of course, starting university should bring new challenges. Higher education is so called because it takes learners beyond what they have done at school, exposing them to new material and new ideas, and helping them to grow and develop in new ways. But it is in the interests of the students themselves, their school teachers, their university tutors and society at large to help them progress as smoothly as possible from the one environment to the oth

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