The Unheard Voices of Transition: The Experiences of Four Female Young Adults with ASD as they Prepare to Graduate

Matthews, Laurie; Wall, Katheryne; Hoffman, Yocheved; Pantale, Alana; Martinis, Julian De

doi:10.1353/hsj.2019.0010

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…Like many interview studies, the sample size is modest. Modest sample sizes are often present in interview studies focusing on the postschool transition for autistic students (e.g., Bell et al [58]; Essex and Melham [59]; Matthews et al [60]; and Pillay et al [61]). Furthermore, as per Malterud et al [62], given the study's aim, the sample specificity, the strength of the dialogue within the interviews, and the in-depth analysis method, the research team deemed the contribution of the 10 participants sufficient for the information provided to be considered strong.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

White,

Simpson,

Malone

et al. 2024

Education Sciences

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Identifying ways to improve transition support for autistic students exiting secondary school is an important research priority. However, few studies have consulted with autistic/autism community members to identify how to make this support effective. This co-produced study asked autistic adults to reflect on their own transition, with the aim of identifying what was helpful and effective in supporting their transitioning from secondary school. It also aimed to identify whether there were any differences for students from non-metropolitan areas. Ten autistic adults participated in semi-structured interviews conducted online or via telephone. Interview data were analysed using thematic analysis, which generated two themes: (1) accessing opportunities that supported decision making and (2) being able to develop the “skills of adulthood”. The findings suggest the importance of supporting all autistic students to explore multiple pathways to make well-informed post-school decisions. A holistic approach is needed to support autistic students in developing the logistical skills and independence needed to succeed in post-school life. This approach should include guidance from autistic role models. For autistic young people attending non-metropolitan schools, the impact of local cultures and additional logistical barriers indicate that they may need further tailored support to aid their transition to adulthood.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

White,

Simpson,

Malone

et al. 2024

Education Sciences

View full text Add to dashboard Cite

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Transitioning on from Secondary School for Autistic Students: A Systematic Review

White,

Adams,

Simpson

et al. 2024

Autism in Adulthood

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Disability barriers autistic girls face in secondary education: A systematic review

Urbaniak,

D’Amico

2024

Autism

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Autistic adolescent girls face complex and diverse challenges in the school setting, specifically mental health issues, unmet social and education needs, and social exclusion. This review provides an overview of research relating to the barriers autistic females face in school settings by reporting on their experiences as well as those of autistic women reflecting on their past. This literature review presents peer-reviewed journal articles published from January 2013 to March 2023. Based on the 17 identified articles, the barriers girls face in the compulsory education setting centred on 4 themes of societal barriers grounded in gender; the institutional or physical barriers of schools; social and communicative expectations; and stigmatization. These results underscore the need for future research to centre diverse autistic lived experiences and knowledge, and autistic inclusion at all levels of participation, from self-advocacy and peer support spaces to the co-development of training and policy. Lay abstract Autistic adolescent girls face complex and diverse challenges in the school setting, specifically mental health issues, unmet social and education needs, and social exclusion. The purpose of this review was to provide a general idea of research relating to the experiences of autistic females in secondary school settings by reporting on their experiences and the lived experiences of autistic women reflecting on their past. Based on the identified articles, the barriers girls face in the compulsory education setting centred on four themes of societal barriers grounded in gender; the institutional or physical barriers of schools; social and communicative expectations; and stigmatization. The study highlighted that there is a need to sensitize and educate widely on the topic of autism for teachers, to support staff, school psychologists and peers of autistic youth. The results call attention to the need for future research to focus on the different lived experiences and knowledge of autistic girls.

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The Unheard Voices of Transition: The Experiences of Four Female Young Adults with ASD as they Prepare to Graduate

Cited by 3 publications

References 16 publications

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

Transitioning on from Secondary School for Autistic Students: A Systematic Review

Disability barriers autistic girls face in secondary education: A systematic review

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