Transition from high school to postsecondary education: narratives of parents of college students with Autism Spectrum Disorders

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dc.contributor Breaux, Arleene P.
dc.contributor Erevelles, Nirmala
dc.contributor Holley, Karri A.
dc.contributor Molina, Danielle
dc.contributor.advisor Mutua, Kagendo
dc.contributor.author Ebel, Kathryn Lutes
dc.date.accessioned 2017-03-01T17:22:17Z
dc.date.available 2017-03-01T17:22:17Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001833
dc.identifier.other Ebel_alatus_0004D_12217
dc.identifier.uri https://ir.ua.edu/handle/123456789/2270
dc.description Electronic Thesis or Dissertation
dc.description.abstract This qualitative study focuses on the experiences of students with Autism Spectrum Disorders (ASD) transitioning from high school to postsecondary education as told from the perspective of their parents. As a group, parents of college-aged youth and young adults with ASD are more deeply involved with the educational process of their children's education compared to other parents. Structured interviews were conducted with parents of a purposively selected sample of students with ASD attending Downtown University, a four-year urban comprehensive university in the southeast. Parents were asked to describe their experiences with the transition process and, if possible, highlight any information that was not provided to them that would have allowed them to make the transition period a smoother one for their children. Data collected through these interviews were used to delineate the most common experiences shared by these parents as their children with ASD moved from the K-12 setting to the postsecondary setting. Four particular themes emerged as shared experiences that came to the forefront: being an advocate for the child begins at an early age and continues well into the college years; maintaining a strong line of communication with the child as he or she transitions to college is critical; developing a strong support team along the way provides professional advice and serves as an outlet for expressing closely-held emotions and beliefs; and once the transition period is complete, returning to a relatively "normal" life is critical for the health and well-being of the parent. Knowing the importance of these experiences shared by the parents will allow high schools and college disability services offices to make recommendations for training, assistance, and information to parents so the transition process takes place in a much smoother manner.
dc.format.extent 176 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Higher education administration
dc.title Transition from high school to postsecondary education: narratives of parents of college students with Autism Spectrum Disorders
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Higher Education Administration
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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