By the same authors

From the same journal

Young people with high-functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition?

Research output: Contribution to journalArticle

Author(s)

Department/unit(s)

Publication details

JournalBritish Journal of Special Education
DateE-pub ahead of print - 13 Jun 2014
DatePublished (current) - Jun 2014
Issue number2
Volume41
Number of pages21
Pages (from-to)151-171
Early online date13/06/14
Original languageEnglish

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.

    Research areas

  • AUTISM SPECTRUM DISORDERS, TRANSITION, ASPERGERS SYNDROME, COLLEGE

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations