Madaus Joseph, Tarconish Emily, Langdon Shannon W, Gelbar Nicholas
Department of Educational Psychology, University of Connecticut, Storrs, CT, United States.
Department of Special Education, University of Illinois at Urbana-Champaign, Champaign, IL, United States.
Front Psychol. 2022 Sep 26;13:995356. doi: 10.3389/fpsyg.2022.995356. eCollection 2022.
Students with autism spectrum disorder (ASD) are accessing college in increasing numbers. Within this cohort are students who are twice exceptional-those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student's best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented.
患有自闭症谱系障碍（ASD）的学生进入大学的人数越来越多。在这个群体中，有一些学生属于双重特殊——他们既有学术天赋又被诊断患有ASD。对于影响他们成功过渡到大学的因素和经历，人们知之甚少。父母在中学过渡过程中起着关键作用，但目前，很少有研究考察他们对这段经历的看法。本研究展示了对10名在美国高等院校就读的患有ASD的大学生家长进行半结构化访谈的结果。家长们阐述了他们对孩子高中阶段最出色和最具挑战性的方面的看法，以及孩子所接受的过渡准备情况。针对如何改善为这类学生提供的过渡服务提出了建议。还阐述了对规划和实践的启示。
