School's out Forever: Postsecondary Educational Trajectories of Students with Autism

Abstract

Objective Postsecondary educational attainment is the key for successful transition to adulthood, economic self‐sufficiency, and good mental and physical health. Method Secondary analyses of school leavers’ data were carried out to establish postsecondary educational trajectories of students on the autism spectrum in the United Kingdom. Results Findings show that students with autism who had attended mainstream secondary schools enter Further Education (post‐16 vocational training) at lower rates and Higher Education (University) institutions at a similar rate to other students. They study the full range of subjects on offer. However, they are more likely to be younger, study at a lower academic level, and remain living at home with their parents. Conclusion While course completion data were not yet available, attainment data showed that prospects are improving, although more needs to be done to enable these young adults to achieve their full postsecondary educational potential.

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

“…Unfortunately, young adults with ASD are less likely to enroll in college (2- or 4-year) than are people with other types of disabilities, such as speech/language impairments and specific learning disabilities (Wei et al 2013). Research on the postsecondary outcomes of individuals with ASD appears to be concordant in the United States and in Europe (Karola et al 2016; Newman et al 2011). Programs that promote successful transition into postsecondary education may improve college enrollment and graduation outcomes for young adults with ASD.…”

Public concerns and attitudes towards autism on Chinese social media based on K-means algorithm

“…Creating traditional and special education campuses must prioritize school environment construction, teacher capacity development, and general parental guidance 40 . We may use the Australian experience in the classroom to focus on creating a barrier-free environment 41 . Teachers actively pursue tenure in autism special education, creating rich autistic curricular resources and systematic special teaching methods based on their general school teaching qualifications 40 .…”