Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-09-10 DOI:10.1177/07419325241271377

Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer

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Abstract

Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin, and California) are described. Participants who exited high school or were enrolled in a district transition program responded to short-answer items on a Young Adult Questionnaire and Interview ( n = 148) and completed the Adolescent and Young Adult Activity Card Sort (Berg, 2015; n = 150) to address research questions about their current interests, future plans, and perceived barriers to fulfilling future plans using descriptive statistics and coding of interview responses. The young adults report current engagement in leisure activities, and 79% seek a job change and the opportunity to date and engage in a long-term relationship.

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从自闭症青少年的角度看他们对高中毕业后生活的兴趣、计划和希望

了解自闭症青少年的观点对于规划教育和服务体系至关重要，这些体系的重点是为高中毕业后的高质量生活做准备。本文介绍了参与自闭症学生中等教育中心（CSESA）多站点跟踪研究的自闭症青少年的观点和心声，该研究在三个州（北卡罗来纳州、威斯康星州和加利福尼亚州）进行。高中毕业或参加了地区过渡项目的参与者回答了 "青少年问卷和访谈"（148 人）中的简答题，并完成了 "青少年活动卡分类"（Berg，2015 年；150 人），通过描述性统计和对访谈回答的编码，回答了有关其当前兴趣、未来计划以及实现未来计划的感知障碍等研究问题。这些年轻人报告说，他们目前参与休闲活动，79%的人希望更换工作，并有机会约会和建立长期关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.