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Gepubliceerd in: Journal of Autism and Developmental Disorders 7/2013

01-07-2013 | Original Paper

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Auteurs: Xin Wei, Jennifer W. Yu, Paul Shattuck, Mary McCracken, Jose Blackorby

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2013

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Abstract

Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed.
vorige artikel Multisite Study of New Autism Diagnostic Interview-Revised (ADI-R) Algorithms for Toddlers and Young Preschoolers
volgende artikel Fatigue, Stress and Coping in Mothers of Children with an Autism Spectrum Disorder
Voetnoten
1
Science major point estimates are not reported for young adults with TBI or MD because of low cell counts, as required by the data use agreement with the US Department of Education.
 
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Metagegevens
Titel
Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder
Auteurs
Xin Wei
Jennifer W. Yu
Paul Shattuck
Mary McCracken
Jose Blackorby
Publicatiedatum
01-07-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 7/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-012-1700-z

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Version: 0.2002.0