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

被引：144

作者：

Wei, Xin ^{[1
]}

Yu, Jennifer W. ^{[1
]}

Shattuck, Paul ^{[2
]}

McCracken, Mary ^{[1
]}

Blackorby, Jose ^{[1
]}

机构：

[1] SRI Int, Ctr Educ & Human Serv, Menlo Pk, CA 94025 USA

[2] Washington Univ, St Louis, MO 63130 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2013年 / 43卷 / 07期

基金：

美国国家科学基金会;

关键词：

Autism spectrum disorder; Postsecondary enrollment; College major; Young adult; Science; Technology; Engineering and Mathematics (STEM); POSTSECONDARY EDUCATION; TRANSITION; YOUTH; PREVALENCE; CHILDREN; SCHOOL;

D O I：

10.1007/s10803-012-1700-z

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：1539 / 1546

页数：8

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