<p> This study utilized a qualitative case study interview methodology to explore the transition to postsecondary education and first-year postsecondary educational experiences of four students with Autism Spectrum Disorders (ASD). This research provided a comprehensive understanding of the first-year postsecondary educational experience of the students who were enrolled in a private, selective four-year postsecondary educational institution. It explored the ecological factors that impacted the students' first-year postsecondary experiences through analyzing the perspective of the students, the students' parents, and the students' disability resource and service (D/RS) provider. It also investigated how students' prior experience and perception of ASD influenced their first-year postsecondary experience. </p><p> Reviewed literature found that research focusing on postsecondary educational experiences was scarce and mainly consisted of anecdotal accounts of students with ASD and limited research on the experiences of students with ASD after their first year. There was no prior research focusing on the first-year postsecondary experiences of students with ASD. </p><p> The study's findings provide an analysis of each student's prior experience and first-year postsecondary educational experience and then present a cross-case analysis. The study revealed that the students' academic and transition services in high school and parental support were the most notable prior experiences that influenced the students' transition to postsecondary education. It also found that the students experienced academic and social successes and challenges. Internal attributes, including students' persistence and stress impacted their experience. Parental support and D/RS support were perceived to have positively impacted the students' experience. The study also found that the students perceived their diagnosis of ASD as both a positive asset and a hindrance to their experience. </p><p> The discussion provides an analysis of the factors within the postsecondary environment and from the students' prior experience that impacted their first-year and how these four students' experiences related to the previous literature. It also discusses the importance of implementing effective support services. Recommendations for policy, practice, and further research are also provided. </p>

How deaf children relate signs to written words was investigated. Thirty deaf children participated in a lexical decision task and a production task. On both tasks, the children recognized written words that form part of their sign lexicon more accurately and more quickly than words that do not. In the production task, the younger children made fewer errors on written words that share formational correspondences with their signed equivalents, whereas the older children did not. In the lexical decision task, the children recognized words that they signed correctly in the production task more accurately and more quickly than those words they fingerspelled correctly. / These results indicate that deaf children organize their recognition of written words around their knowledge of sign language. Further, the children's responses to legal versus illegal pseudowords in the lexical decision task indicate that they can learn the orthographic rules of written English words.

<p> The perceptions of general education teachers,' special education teachers,' and site administrators' regarding the benefits of <i>inclusion </i>, or <i>mainstreaming</i>, for students with mild to moderate disabilities at the secondary level were examined using the lenses of psychological benefit, academic benefit, behavioral benefit, and overall benefit. This quantitative study utilized a survey methodology using a random sampling from among seven school districts in Southern California.</p><p> The statistically significant results indicated that none of the groups perceived an overall benefit of inclusion, with specific differences by lens and group. The three groups did not perceive a benefit of inclusion in the areas of psychological, behavioral, or academic specifically, but had less significant perceptions of an overall benefit. Although none of the areas were perceived to be beneficial, comparatively the psychological benefit was perceived to be higher than behavioral benefit, and all groups perceived the academic to be the least significant.</p><p> There were significant differences among groups on benefits perceived, as well. Administrators perceived a significantly higher psychological benefit to inclusion than did general education teachers. There were no significant differences among groups in relation to a behavioral benefit to inclusion. General education teachers perceived a significantly higher academic benefit than did special education teachers. The only area that showed positive results was in a perceived overall benefit, with administrators scoring overall benefit the highest, followed by special education teachers. General education teachers perceived overall benefits of inclusion to be significantly lower than did either other group.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2878. Adviser: Jack A. Cummings. Title from dissertation home page (viewed Apr. 15, 2008).

Thesis (Ph.D.)--Indiana University, Dept. of Anthropology, 2008. / Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3192. Adviser: Sarah D. Phillips.

Thesis (M.S.P.H.)--University of Michigan, 1947.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1693. Adviser: Stacy Dymond. Includes bibliographical references (leaves 218-239) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1734. Adviser: Janet S. Gaffney. Includes bibliographical references (leaves 309-331) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1738. Adviser: Lisa Monda-Amaya. Includes bibliographical references (leaves 87-94) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1732. Adviser: Lisa Monda-Amaya. Includes bibliographical references (leaves 130-149) Available on microfilm from Pro Quest Information and Learning.