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Cited by 71Disability Education and EmploymentAutism Spectrum Disorder ResearchYouth Education and Societal Dynamics

Young people with high‐functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition?

Open access
Mitchell, Wendy, Beresford, Bryony·2014·British Journal of Special Education
DOI 10.1111/1467-8578.12064
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Abstract

For many young people in England, the move into continuing education involves a transfer from the school where they were educated to a further education college. For those with high‐functioning autism or Asperger's syndrome, this can be a challenging process. Past research has demonstrated some of the problems that these young people can encounter. This article by W endy M itchell and B ryony B eresford, both based in the Social Policy Research Unit at the University of Y ork, adds to the evidence base by describing how best to support these young people, focusing specifically on ‘young person endorsed’ practice. Data are gleaned from qualitative interviews with 18 young people with high‐functioning autism/ A sperger's syndrome. Findings reveal that young people welcomed the involvement of practitioners; however, specific forms of help and knowledge were particularly valued. In addition, it was parents, as opposed to professionals, who typically emerged as the most significant and valued source of support. Implications for practice are discussed, including the support needs of parents.

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  • Many autistic students often continue to perceive their parents as the main source of support at university.

    “Many autistic students often continue to perceive their parents as the main source of support at university, ranging from providing social and emotional guidance, to advocating for academic support and helping with many daily living tasks (Elias et al., 2019; Fleischer, 2012; Mitchell & Beresford, 2014).”

    From Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university (2020) · cites this paper as Mitchell & Beresford, 2014

    The Emotional support section says parents were the primary source of emotional support for young people who mentioned it, and the coordinating/administrative role and Support needs arrangements sections describe parents liaising with colleges and helping arrange support. But the study concerns the move to post-16 college, not students’ continuing experience at university, and these passages do not establish parental help with many daily living tasks. (LLM, conf=0.88)

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Research works printed but not linked: 1

  1. Beardon, L., Martin, N. & Woolsey, I. (2009) 'What do students with Asperger syndrome or high-functioning autism want at college and university?' Good Autism Practice, 10 (2), 35-43.

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Authors
Mitchell, W., & Beresford, B.
Affiliations
University of York (GB)
Corresponding author
Mitchell, Wendy
ORCID
Beresford, Bryony
Venue
British Journal of Special Education
Publisher
Wiley
Published
2014-06
Volume
41
Issue
2
Pages
151-171
ISSN
  • 0952-3383 (ISSN-L)
  • 1467-8578
DOI
10.1111/1467-8578.12064
OpenAlex
W1480882165
Cited by
71
References
21
Citations by year
2025: 3 · 2024: 6 · 2023: 5 · 2022: 8 · 2021: 8 · 2020: 10 · 2019: 13 · 2018: 5 · 2017: 3 · 2016: 8 · 2015: 1 · 2014: 1
FWCI
12.09
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 12 d)
Locations
  • British Journal of Special Education (publishedVersion)
  • White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (submittedVersion)
Funders
Department of Health
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
Keywords
high-functioning autism, Asperger syndrome, transition to college, further education, youth, parental involvement, transition support, practitioner engagement

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