Background and enrollment characteristics of students with autism in higher education
| العنوان: | Background and enrollment characteristics of students with autism in higher education |
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| المؤلفون: | Sandjai Bhulai, Theo Bakker, Sander Begeer, Lydia Krabbendam |
| المساهمون: | Clinical Developmental Psychology, LEARN! - Brain, learning and development, IBBA, Mathematics, Network Institute, APH - Methodology, APH - Mental Health |
| المصدر: | Research in autism spectrum disorders, 67:101424, 1-12. Elsevier BV Bakker, T, Krabbendam, L, Bhulai, S & Begeer, S 2019, ' Background and enrollment characteristics of students with autism in higher education ', Research in autism spectrum disorders, vol. 67, 101424, pp. 1-12 . https://doi.org/10.1016/j.rasd.2019.101424 |
| بيانات النشر: | Elsevier BV, 2019. |
| سنة النشر: | 2019 |
| مصطلحات موضوعية: | Participation in post-secondary education, 030506 rehabilitation, Higher education, Autism, media_common.quotation_subject, Qualitative evidence, education, Bachelor, behavioral disciplines and activities, Developmental psychology, 03 medical and health sciences, Enrollment, mental disorders, Developmental and Educational Psychology, medicine, 0501 psychology and cognitive sciences, Goal setting, media_common, University, business.industry, 05 social sciences, SDG 10 - Reduced Inequalities, medicine.disease, Comorbidity, Psychiatry and Mental health, Clinical Psychology, Autism spectrum disorder, 0305 other medical science, business, Psychology, 050104 developmental & child psychology |
| الوصف: | Background The number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. Method Background and enrollment characteristics of students with ASD (n = 97) were compared to students with other disabilities (OD; n = 2252) and students with no recorded disabilities (ND; n = 24,794) based on administrative data of first-year bachelor enrollments (n = 27,143). Results From 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. Conclusions These quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support. |
| وصف الملف: | application/pdf |
| تدمد: | 1750-9467 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::de2d17ef52c3c71b76deade3e6d94aef https://doi.org/10.1016/j.rasd.2019.101424 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi.dedup.....de2d17ef52c3c71b76deade3e6d94aef |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 17509467 |
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