東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Asperger's syndrome and the transiti...

Abbey, Melissa Sarah.

FindBook

Google Book

Amazon

博客來

Asperger's syndrome and the transition to adulthood: An examination of equity issues and program effectiveness within the Ontario secondary school system.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Asperger's syndrome and the transition to adulthood: An examination of equity issues and program effectiveness within the Ontario secondary school system./
作者:	Abbey, Melissa Sarah.
面頁冊數:	105 p.
附註:	Source: Masters Abstracts International, Volume: 45-06, page: 2799.
Contained By:	Masters Abstracts International45-06.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR27412
ISBN:	9780494274125

Asperger's syndrome and the transition to adulthood: An examination of equity issues and program effectiveness within the Ontario secondary school system.
Abbey, Melissa Sarah.

Asperger's syndrome and the transition to adulthood: An examination of equity issues and program effectiveness within the Ontario secondary school system. - 105 p.

Source: Masters Abstracts International, Volume: 45-06, page: 2799.

Thesis (M.A.)--University of Toronto (Canada), 2007.

This study examined programming 'effectiveness' within Ontario secondary schools to determine how well adolescents with Asperger's Syndrome (AS) are being prepared for their transition to adulthood. More specifically, this research questioned whether education, as a site of social learning, enables youth with AS to obtain a positive identity and set of skills to prepare them for life beyond high school. Through the analysis of interviews conducted with two samples (one sample being high school graduates with AS, the other were professionals working in the field of Autism Spectrum Disorders), this study serves to report on, and open up a space for, research about AS within the social considerations of educational settings. This study attempted to show where educational programming can nurture adolescents with AS, however, the purpose of this inquiry was based upon the assumption that secondary school education may not be doing enough to prepare these students for the reality of adulthood. Through the analysis of varied programming measures used within Ontario secondary schools (specifically in areas of special education) this study's foundational assumptions were confirmed, and accordingly, several issues have been proposed for further investigation.

ISBN: 9780494274125Subjects--Topical Terms:

626654
Education, Sociology of.

Asperger's syndrome and the transition to adulthood: An examination of equity issues and program effectiveness within the Ontario secondary school system.
LDR:02125nam 2200253 a 45 001 962303
005 20110830
008 110831s2007 ||||||||||||||||| ||eng d
020 $a 9780494274125
035 $a (UMI)AAIMR27412
035 $a AAIMR27412
040 $a UMI $c UMI
100 1 $a Abbey, Melissa Sarah. $3 1285350
245 1 0 $a Asperger's syndrome and the transition to adulthood: An examination of equity issues and program effectiveness within the Ontario secondary school system.
300 $a 105 p.
500 $a Source: Masters Abstracts International, Volume: 45-06, page: 2799.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2007.
520 $a This study examined programming 'effectiveness' within Ontario secondary schools to determine how well adolescents with Asperger's Syndrome (AS) are being prepared for their transition to adulthood. More specifically, this research questioned whether education, as a site of social learning, enables youth with AS to obtain a positive identity and set of skills to prepare them for life beyond high school. Through the analysis of interviews conducted with two samples (one sample being high school graduates with AS, the other were professionals working in the field of Autism Spectrum Disorders), this study serves to report on, and open up a space for, research about AS within the social considerations of educational settings. This study attempted to show where educational programming can nurture adolescents with AS, however, the purpose of this inquiry was based upon the assumption that secondary school education may not be doing enough to prepare these students for the reality of adulthood. Through the analysis of varied programming measures used within Ontario secondary schools (specifically in areas of special education) this study's foundational assumptions were confirmed, and accordingly, several issues have been proposed for further investigation.
590 $a School code: 0779.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Special. $3 606639
690 $a 0340
690 $a 0529
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Masters Abstracts International $g 45-06.
790 $a 0779
791 $a M.A.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR27412