Mitchell, Wendy Ann orcid.org/0000-0002-1608-2368 and Beresford, Bryony Anne orcid.org/0000-0003-0716-2902 (2014) Young people with high-functioning autism and Asperger's syndrome planning for and anticipating the move to college:what supports a positive transition? British Journal of Special Education. pp. 151-171. ISSN 1467-8578
Abstract
For many young people in England, the move into continuing education involves a transfer from the school where they were educated to a further education college. For those with high-functioning autism or Asperger's syndrome, this can be a challenging process. Past research has demonstrated some of the problems that these young people can encounter. This article adds to the evidence base by describing how best to support these young people, focusing specifically on 'young person endorsed' practice. Data are gleaned from qualitative interviews with 18 young people with high-functioning autism/Asperger's syndrome. Findings reveal that young people welcomed the involvement of practitioners, however, specific forms of help and knowledge were particularly valued. In addition, it was parents, as opposed to professionals, who typically emerged as the most significant and valued source of support. Implications for practice are discussed, including the support needs of parents.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Keywords: | AUTISM SPECTRUM DISORDERS,TRANSITION,ASPERGERS SYNDROME,COLLEGE |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Research Groups (York) > Social Policy Research Unit (York) |
Depositing User: | Pure (York) |
Date Deposited: | 12 Sep 2014 09:34 |
Last Modified: | 17 Dec 2024 00:05 |
Published Version: | https://doi.org/10.1111/1467-8578.12064 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1111/1467-8578.12064 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:80103 |