Young Adulthood, Transitions, and Dis/ability

This study is a systematic literature review of the experiences of individuals with autism spectrum disorder (ASD) and their family members in higher education, with a particular focus on transition. Systematic searches were conducted across six databases: Medline, CINAHL, ProQuest, PsycINFO, Scopus, and Informit. Published articles (n ϭ 11) describing the experiences of transition to higher education, from the perspectives of individuals with ASD and their family members, were reviewed. The bioecological theory model was used as a framework for examining the complex interactions between elements at the individual, microsystem, mesosystem, exosystem, macrosystem, and chronosystem levels, and how they impact on the student's experience of transition to higher education. Findings showed that individuals with ASD experience challenges associated with: core and associated characteristics of ASD, self-disclosure and awareness, and mental health and wellbeing. Family members reported significant challenges associated with systemic policies, which impacted on their ability to support their family member with ASD. It is highlighted that an individual and flexible approach to transition support, and increased academic and professional staff awareness and understanding of ASD, are critical to the transition experience of students with ASD in higher education.

show abstract

Disability and the Transition to Adulthood in the United States

Bardo

Vowels

2021

The Oxford Handbook of the Sociology of Disability

View full text Add to dashboard Cite

This chapter provides a synthesis of the literature on the transition to adulthood among emerging adults with a disability in the United States. The life course paradigm was used to frame the discussion in the context of demographic trends and contemporary circumstances regarding major life transitions in the areas of education, employment, independent living, and sex, marriage, and parenthood. A critical assessment of the current state of the literature from a social versus medical model of disability in these central life domains provides a foundation from which sociologists can explore processes of cumulative inequality embedded in the relatively uncharted lives of transition-age youth with a disability.

show abstract

Young Adulthood, Transitions, and Dis/ability

Abstract: This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators.

Cited by 4 publications

References 23 publications

Marriage trends among Americans with childhood-onset disabilities, 1997–2013

Marriage trends among Americans with childhood-onset disabilities, 1997–2013

Transition to higher education for students with autism: A systematic literature review.

Disability and the Transition to Adulthood in the United States

Contact Info

Product

Resources

About