Autism Spectrum Disorder: A Transition from School to Post-School Life
Autism Spectrum Disorder: A Transition from School to Post-School Life
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Autism Spectrum Disorder: A Transition from School to Post-School Life
The development that one experience during their life significantly impacts how they will behave and succeed when they are older. For instance, if an individual is unable to obtain sufficient education or does not have the opportunity to develop essential social skills during their adolescence, they may be less inclined to continue their education and may find it increasingly difficult to develop social bonds with other individuals as they age. Thus, it is absolute essential that every individual is given the opportunity to excel during their school years to increase their probability of future success. Autism Spectrum Disorders (ASD) are a family of increasingly prevalent disabilities that qualify an individual for special education services in the school under PL94-142, now called the Individuals with Disabilities Education Act (IDEA) (Bradley et al., 2014). There have been multiple theories that have attempted to elucidate on the relative increase of ASDs in contemporary society; however, the underlying mechanism that makes one more predisposed to developing an ASD is currently unknown. Even if an individual has been diagnosed with an ASD, they should be given sufficient opportunity to excel at anything they desired to pursue. A diagnosis of an ASD does not have to be a limiting factor in the individual 's life but is only an obstacle that they must overcome to guarantee their development. The transition of an individual from the academic system to post-school life can be relatively daunting and has
Your Name
School’s Name
Author Note
Your Name, Department of XXXXXX, School’s name
This paper was submitted in partial fulfillment of Class name XXX.
Correspondence concerning this research paper should be addressed to Your Name, Department of XXXXXX, School 's Name, City, State, Zip Code, Email: XXXXXXXXX
Autism Spectrum Disorder: A Transition from School to Post-School Life
The development that one experience during their life significantly impacts how they will behave and succeed when they are older. For instance, if an individual is unable to obtain sufficient education or does not have the opportunity to develop essential social skills during their adolescence, they may be less inclined to continue their education and may find it increasingly difficult to develop social bonds with other individuals as they age. Thus, it is absolute essential that every individual is given the opportunity to excel during their school years to increase their probability of future success. Autism Spectrum Disorders (ASD) are a family of increasingly prevalent disabilities that qualify an individual for special education services in the school under PL94-142, now called the Individuals with Disabilities Education Act (IDEA) (Bradley et al., 2014). There have been multiple theories that have attempted to elucidate on the relative increase of ASDs in contemporary society; however, the underlying mechanism that makes one more predisposed to developing an ASD is currently unknown. Even if an individual has been diagnosed with an ASD, they should be given sufficient opportunity to excel at anything they desired to pursue. A diagnosis of an ASD does not have to be a limiting factor in the individual 's life but is only an obstacle that they must overcome to guarantee their development. The transition of an individual from the academic system to post-school life can be relatively daunting and has
References: Anderson, K. A., Shattuck, P. T., Cooper, B. P., Roux, A. M., & Wagner, M. (2014). Prevalence and correlates of postsecondary residential status among young adults with an autism spectrum disorder. Autism, 18(5), 562-570. Bradley, E., Caldwell, P., & Underwood, L. (2014). Autism Spectrum Disorder. In Handbook of Psychopathology in Intellectual Disability (pp. 237-264). New York: Springer. Felder, M. A. (2014). Asperger syndrome: assessing and treating high-functioning autism spectrum disorders. J. C. McPartland, A. Klin, & F. R. Volkmar (Eds.). Toronto: Guilford Publications. Glenn, T. (2014). Why Secondary Education is Important. Retrieved July 30, 2015, from http://www.compassion.com/press/why-secondary-education-is-important.htm Haha my, A., Behrmann, M., & Malach, R Irvin, D. W., Boyd, B. A., & Odom, S. L. (2015). Individual and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom. Autism, 19(2), 223-234. Leboyer, M., & Chaste, P. (2015). Autism Spectrum Disorders. Neuropsychobiology, 71(2), 65 124. Mandy, W., Murin, M., Baykaner, O., Staunton, S., Hellriegel, J., Anderson, S., & Skuse, D. (2015). The transition from primary to secondary school in mainstream education for individual run with autism spectrum disorder. Autism, 1362361314562616. Siegel, B., Mays, L. A., & Homen, A. M. (2014). Autism Spectrum Disorder. Gabbard 's Treatments of Psychiatric Disorders, 37-92.