Why do individuals with ASD have a higher risk of disengagement from postsecondary education?
What will be an ideal response?
Challenges with communication, social interactions, and behavior may make the transition from high school to life after high school particularly challenging. Sometimes this transition leaves many individuals with ASD without any support, or without the support they are accustomed to receiving in the K–12 school years. There are also expectations of increased independence, more demands for self-directed learning, time management, less structured settings, and new peer groups and social situations that can make transitioning to postsecondary education difficult. In addition, less developed social skills may compromise their ability to integrate into a new setting, to develop social networks, and to manage new expectations of independence. The most significant factor in the transition from high school to college may be the fact that students will be expected to live independently and have the ability to advocate for themselves and take care of their own needs. Families may not be aware of the significant changes that await their child upon transition to postsecondary education. Although laws require public higher education settings to provide reasonable modifications and accommodations, and some universities provide programming and supports specifically geared toward students with ASD, there may be a significant reduction in educational services and supports following the transition into adulthood. Familial supports might not be in place as they were in high school, as students may be living away from home for the first time. Young adults may no longer have siblings or family members to rely on to pave the way to making friends, or being accepted into social groups. Sometimes, isolation and potentially depression plague students with ASD who are new to postsecondary education.
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Answer the following statement(s) true (T) or false (F)
1. When she notices that Trey and Kyra are laughing together during the video they’re watching, Mrs. Flanders goes and stands silently behind their desks. Fred Jones would agree that this is an effective management tactic. 2. Classroom management is influenced by factors beyond the classroom. 3. A teacher who says, “I don’t consider societal issues or student backgrounds in my classroom, because I treat all students the same” is making an effective management decision. 4. Ms. Giordano moves from North Carolina to Virginia. She should be prepared for some changes in the expectations of state and local education agencies. 5. Teachers should come to terms with the idea that a management system that works with this year’s students may be less than fully effective with their next class of students.
When you become so absorbed in what you are doing that you lose track of everything else, you are in a state that researchers call _____.
A. obsessed B. flow C. learning D. intelligent
If you don't have a lot of work experience, you can add a "relevant coursework" category to your resume.
Answer the following statement true (T) or false (F)
Which of the following is not true of theories?
A) Theories are explanations of events, observations, or life experiences.
B) Theories provide continuity between past and present events.
C) Theories provide ways to predict future events.
D) A strong, complex theory can explain all of development.