Title

Perceived College and Career Readiness of Students with Autism Spectrum Disorder

Presentation Type

Poster

Abstract

Many graduating students with Asperger syndrome or high functioning autism are leaving high school without the necessary skills for success in college and employment. One of the main characteristics of autism spectrum disorder is having deficits in communication and planning skills that are necessary for success in college and workplace settings. Currently Montana is not obligated to educate through age 21 for people with special needs and does not have a comprehensive transition program within its borders. Educators and policy makers currently lack reliable information regarding the educational needs of Montana’s students with autism. This study will determine what areas students with autism need continuing education and support in. The research will be conducted through a survey assessing the opinions of professionals and paraprofessionals in the state of Montana who have experience working with high school students with high functioning autism. The survey will be sent out via email through the Montana Speech Hearing Association and distributed through superintendents of various Montana school districts. The sample will be determined by the number of participants that respond to the survey. The survey questions are designed to assess the language and communication skills of higher functioning students on the autism spectrum compared to their peers with learning disability and typically developing peers. Most questions are specific to the skills laid out by the Montana Common Core anchor standards, while other questions cultivate general impressions on the independent living skills of the student categories. For each anchor standard question, the participants will rate the skills of each student category. Comparing the average skills of each student category will provide validity to the survey. To establish reliability, participants will report their professional experience with each group, those with no experience will be excluded.

Category

Social Sciences

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Apr 17th, 3:00 PM Apr 17th, 4:00 PM

Perceived College and Career Readiness of Students with Autism Spectrum Disorder

South UC Ballroom

Many graduating students with Asperger syndrome or high functioning autism are leaving high school without the necessary skills for success in college and employment. One of the main characteristics of autism spectrum disorder is having deficits in communication and planning skills that are necessary for success in college and workplace settings. Currently Montana is not obligated to educate through age 21 for people with special needs and does not have a comprehensive transition program within its borders. Educators and policy makers currently lack reliable information regarding the educational needs of Montana’s students with autism. This study will determine what areas students with autism need continuing education and support in. The research will be conducted through a survey assessing the opinions of professionals and paraprofessionals in the state of Montana who have experience working with high school students with high functioning autism. The survey will be sent out via email through the Montana Speech Hearing Association and distributed through superintendents of various Montana school districts. The sample will be determined by the number of participants that respond to the survey. The survey questions are designed to assess the language and communication skills of higher functioning students on the autism spectrum compared to their peers with learning disability and typically developing peers. Most questions are specific to the skills laid out by the Montana Common Core anchor standards, while other questions cultivate general impressions on the independent living skills of the student categories. For each anchor standard question, the participants will rate the skills of each student category. Comparing the average skills of each student category will provide validity to the survey. To establish reliability, participants will report their professional experience with each group, those with no experience will be excluded.