2016 TASH Conference has ended
Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.
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Friday, December 2 • 1:30pm - 2:20pm
Racial gaps in postsecondary education enrollment for adolescents with autism LIMITED

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Limited Capacity seats available

Using data from the National Longitudinal Transition Study 2, this study examined racial/ethnic disparities in access to postsecondary education among adolescents with autism. Results showed that White students with autism were twice as likely to enroll in any postsecondary institution than African-American and Asian/Pacific Islander groups. Moreover, the enrollment rate was significantly lower for Hispanic students than for other racial/ethnic groups. Significant differences in access to regular schools, educational services, and Individualized Education Programs among racial/ethnic groups suggest that students with autism from non-dominant racial/ethnic communities may experience additional challenges during their postsecondary transition process. Separate logistic regression analyses provided a comparative index of the predictors of postsecondary education enrollment for each racial/ethnic groups of students with autism. At the end of this session, participants will be able to: Ÿ?? Describe the national population of students with autism Ÿ?? Describe postsecondary transition process and the outcome for adolescents with autism from diverse cultural background Ÿ?? Articulate the implications of the finding regarding racial disparities Ÿ?? Discuss effective practices to help preparing postsecondary education for their students with autism. This session will employ symposium or poster presentation techniques, however, I will also employ discussion strategies to actively engage participants in thinking about the national population of students with autism. I will anchor our presentation to the empirical data in the NLTS2 and tether the discussion of findings to culturally responsive pedagogy and the evidence based practices for students with autism.

avatar for Hyejung Kim

Hyejung Kim

PhD Candidate, University of Wisconsin - Madison

Friday December 2, 2016 1:30pm - 2:20pm CST
Conductor Room 1820 Market Street, St. Louis, MO 63103