A five day Digital Storytelling course was offered to Social Work students, integrating a three day workshop with older adult storytellers who shared storied related to the theme stories of home. A course evaluation was conducted exploring the Digital Storytelling experience and learning in an intergenerational setting. Findings from surveys distributed at the end of the course to students and storytellers revealed that students knowledge of and interest in Digital Storytelling and its application was enhanced.
View the most recent version. Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject to the Government of Canada Web Standards and has not been altered or updated since it was archived.
What comes to mind when you think about college students? Young, fresh-faced, wide-eyed high school grads stepping onto campus for the first time? The freshman fifteen, where kids away from home for the first time put on 15 pounds from eating cafeteria food?
We examined the prevalence and correlates of postsecondary education and employment among youth with an autism spectrum disorder ASD. Data were from a nationally representative survey of parents, guardians, and young adults with an ASD. Participation in postsecondary employment, college, or vocational education and lack of participation in any of these activities were examined. Logistic regression was used to examine correlates of each outcome.
Between 20, and 25, young adults age out of foster care each year. A college education is as important to them as it is to their peers who were not in foster care, and they are as likely as their peers to have college aspirations. Nevertheless, there continues to be a wide gap in postsecondary educational attainment between youth in foster care and other young adults.
Realizing successful post-secondary outcomes is a goal we have for all students. Depending on the disability and the support services required in adult life, successful transition from high school to adult life may require that planning activities begin in elementary school with students exploring their interests in middle school. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life.
This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood.
More than 19 million undergraduate students are enrolled in colleges and universities for fallaccording to a report this week from the National Center for Education Statisticsand many of them are adults aged 25 and older. NCES says this older student population peaked in at 8. But higher education experts and other federal data tell a different story. The number of older adult learners is rising, some say, and higher education institutions should do more to support them.
Please enter your location to help us display the correct information for your area. It's best to think about what adult life will include - a job, post-secondary education, a day habilitation program, living outside of the family home? Once the goals are decided upon and they can changea transition plan will be developed that builds the skills necessary for your child to be able to achieve these goals in adult life.