High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions
Students with autism spectrum disorder (ASD) are accessing college in increasing numbers. Within this cohort are students who are twice exceptional—those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition t...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.995356/full |
| _version_ | 1828228304588505088 |
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| author | Joseph Madaus Emily Tarconish Shannon W. Langdon Nicholas Gelbar |
| author_facet | Joseph Madaus Emily Tarconish Shannon W. Langdon Nicholas Gelbar |
| author_sort | Joseph Madaus |
| collection | DOAJ |
| description | Students with autism spectrum disorder (ASD) are accessing college in increasing numbers. Within this cohort are students who are twice exceptional—those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student’s best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented. |
| first_indexed | 2024-04-12T18:19:07Z |
| format | Article |
| id | doaj.art-c218a8f533a548f39d7ec543c3161980 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T18:19:07Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-c218a8f533a548f39d7ec543c31619802022-12-22T03:21:30ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.995356995356High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptionsJoseph Madaus0Emily Tarconish1Shannon W. Langdon2Nicholas Gelbar3Department of Educational Psychology, University of Connecticut, Storrs, CT, United StatesDepartment of Special Education, University of Illinois at Urbana-Champaign, Champaign, IL, United StatesDepartment of Educational Psychology, University of Connecticut, Storrs, CT, United StatesDepartment of Educational Psychology, University of Connecticut, Storrs, CT, United StatesStudents with autism spectrum disorder (ASD) are accessing college in increasing numbers. Within this cohort are students who are twice exceptional—those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student’s best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.995356/fullASDtwice exceptionalsecondary transitionparent perceptionshigh school |
| spellingShingle | Joseph Madaus Emily Tarconish Shannon W. Langdon Nicholas Gelbar High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions Frontiers in Psychology ASD twice exceptional secondary transition parent perceptions high school |
| title | High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions |
| title_full | High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions |
| title_fullStr | High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions |
| title_full_unstemmed | High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions |
| title_short | High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions |
| title_sort | high school and transition experiences of twice exceptional students with autism spectrum disorder parents perceptions |
| topic | ASD twice exceptional secondary transition parent perceptions high school |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.995356/full |
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