Let Them be Unique: Parental Perceptions of Transitional Experiences of Students With Intellectual Disability and Autism Spectrum Disorder
The initial transition to high school is challenging for any student, but adolescents with intellectual disability (ID) and autism spectrum disorder (ASD) often experience increased difficulties. This population, often characterized by significant limitations in their social and emotional developmen...
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| Veröffentlicht in: | Inclusion (Washington, D.C.) D.C.), 2018-12, Vol.6 (4), p.300-310 |
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| creator | Harkins Monaco, Elizabeth A |
| description | The initial transition to high school is challenging for any student, but adolescents with intellectual disability (ID) and autism spectrum disorder (ASD) often experience increased difficulties. This population, often characterized by significant limitations in their social and emotional development, experience limited access to inclusive programming, particularly in secondary settings. Inclusive education in itself has its challenges during the transition period, and the primary stakeholders, educators and parents, may not share the same priorities. The combination of these factors ultimately limits outcomes for adolescents with ID and ASD, but there are elements of transitional programming that can help. |
| doi_str_mv | 10.1352/2326-6988-6.4.300 |
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| fulltext | fulltext |
| identifier | ISSN: 2326-6988 |
| ispartof | Inclusion (Washington, D.C.), 2018-12, Vol.6 (4), p.300-310 |
| issn | 2326-6988 2326-6988 |
| language | eng |
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| source | Education Source |
| subjects | Autism Children & youth Collaboration Communication Families & family life Intellectual disabilities Interviews Parents & parenting Secondary schools Special education Students |
| title | Let Them be Unique: Parental Perceptions of Transitional Experiences of Students With Intellectual Disability and Autism Spectrum Disorder |
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