Background and enrollment characteristics of students with autism in higher education

Bakker, Theo; Krabbendam, Lydia; Bhulai, Sandjai; Begeer, Sander

doi:10.1016/j.rasd.2019.101424

Cited by 61 publications

(73 citation statements)

References 36 publications

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“…• Biological Theories: Interpret Autism as being a result of brain damage or cerebral neuron deficiency (Bakker et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…They also suffer from a clear deficit in imitation ability. Bakker et al, (2019) play; preferring to play alone, and when playing with other children they treat them as tools. They tend to have severe weakness and inability to make friends (Mackay et.…”

Section: Characteristics Of Autistic Personsmentioning

confidence: 99%

“…Additionally, they have weakness in language development such as repeating certain sentences, incomprehensible words, and the echo of the sounds he or she hears, at inappropriate times and places. This problem is prevalent among almost a quarter of autistic children (Bakker et al, 2019). The lack of proper communication is evident in their inability to properly utilize language when needing to move from one topic to another, and the inability to interpret sound tones and physical expressions (Durkin, 2017).…”

Section: Characteristics Of Autistic Personsmentioning

confidence: 99%

“…As well as reversing pronouns (you instead of me, and vice versa), little sensitivity to grammar errors, and distorted understanding of words that evoke emotions (Omnya, 2018). Many are diagnosed what is known as Echolalia; the repetition of the sounds they hear around them, be it instantaneous or after several hours or days (Bakker et al, 2019).…”

Section: Characteristics Of Autistic Personsmentioning

confidence: 99%

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Higher Education for Students with Autism, Using Net Promoter Score to Assess Parents Satisfaction

Wazzan¹

2019

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This study aims to present the experience of a large public university, King Abdulaziz University, Jeddah, Saudi Arabia, in teaching students with Autism. We needed to assess the overall effect of teaching method, programs, parent's contribution, and student's involvement on the success of the university in teaching students with Autism Spectrum Disorder (ASD) using a single measure, the Net Promoter Score (NPS). We have received encouraging feedback from students' families using the NPS to measure their general satisfaction with the educational process of their children. This paper also discusses the positive impact of this experience on the University; in terms of opening the door to the acceptance of students with Autism. This study represents a unique attempt to allow Autism students to continue their higher education. The paper discusses a theoretical framework on the disability of Autism in terms of definition, characteristics and prevalence. The study presents the experience of teaching autistic students and discusses the nature of the challenges faced by the students in terms of study and adaptation to the academic community in general. This study also discusses the adaptive strategies adopted by the students in overcoming all obstacles and problems encountered in their studies at the Faculty of Tourism. This experiment led to the Tourism Faculty promise to allocate 10% of its seats for students with special needs.

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“…• Biological Theories: Interpret Autism as being a result of brain damage or cerebral neuron deficiency (Bakker et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Characteristics Of Autistic Personsmentioning

confidence: 99%

Section: Characteristics Of Autistic Personsmentioning

confidence: 99%

Section: Characteristics Of Autistic Personsmentioning

confidence: 99%

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Higher Education for Students with Autism, Using Net Promoter Score to Assess Parents Satisfaction

Wazzan¹

2019

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“…12(2) señalan que todavía existe una falta de consistencia en la colaboración con instituciones de Educación Secundaria y en el uso de planes de transición a la Universidad, por parte de los servicios de discapacidad. Otros autores también incidieron en esto último, entendiendo como uno de los factores clave para el acceso y permanencia de los estudiantes con Trastorno del Espectro del Autismo (TEA), la coordinación entre los distintos servicios educativos destinados a la transición entre etapas (Alverson, Lindstrom y Hirano, 2015;Anderson, Carter y Stephenson, 2017;Bakker, Krabbendam, Bhulai, y Begeer, 2019). Lambe et al, 2019).…”

Section: Introductionunclassified

El acceso a la universidad en estudiantes con discapacidad: la influencia de la orientación educativa en la elección de estudios de grado

Bastías

Moreno²,

Chavarría³

2020

PSYE

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El número de alumnos con discapacidad que decide matricularse en estudios universitarios de grado ha aumentado durante los últimos años. No obstante, si bien es verdad que la inclusión educativa ha favorecido la calidad y la permanencia de éstos en los niveles de Educación Secundaria y Bachillerato, la proporción de estudiantes con discapacidad que accede a la Universidad sigue siendo minúscula si es comparada con el resto del alumnado. El presente trabajo analiza la influencia que ha ejercido la orientación académica en la elección de estudios de grado en estudiantes con discapacidad que actualmente estudian en la Universidad XXX. Para ello, se ha realizado un estudio a 82 estudiantes con discapacidad. Los resultados muestran la aparición de otros factores, considerados como más importantes a la acción del orientador educativo en la elección de estudios universitarios. A su vez, se considera que la orientación académica llevada a cabo en los centros educativos de origen se realizó en momentos puntuales y se tuvo en cuenta, de manera prioritaria, otros factores diferentes a los del área de intereses y valores de los estudiantes. Se constata la necesidad de colaboración entre los centros universitarios y los centros de educación secundaria para favorecer la transición instituto-universidad

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Increasing multidisciplinary professionals' capacity to support neurodiverse families

Oehme,

Bradley,

Cameron

et al. 2023

Diversity & Inclusion Research

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Persistent stigma surrounding neurodivergent people still exists. This article advocates for changes to societal systems to improve the well‐being of neurodivergent individuals and families, beginning with widespread awareness and support. Our suggested approach to improve societal infrastructure includes large‐scale online educational training of multidisciplinary professionals who operate within these systems to increase understanding, awareness, support, and accommodations for neurodivergent people. Multidisciplinary professionals who have received neurodiversity training can advocate for their respective systems to improve services for neurodivergent clients. We describe the 2023 development of Florida State University's (FSU) new online Professional Certification in the Fundamentals of Neurodiversity. The asynchronous psychoeducational training provides continuing education credit to a wide range of professionals. The framework for this training and curriculum content are described. Such training, along with a set of accompanying open‐access resources, can be replicated by institutions in many languages and cultures to improve professionals' knowledge and skills across the globe.

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Background and enrollment characteristics of students with autism in higher education

Cited by 61 publications

References 36 publications

Higher Education for Students with Autism, Using Net Promoter Score to Assess Parents Satisfaction

Higher Education for Students with Autism, Using Net Promoter Score to Assess Parents Satisfaction

El acceso a la universidad en estudiantes con discapacidad: la influencia de la orientación educativa en la elección de estudios de grado

Increasing multidisciplinary professionals' capacity to support neurodiverse families

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