I need 4 powerpoints slides for every chap I am uploading and for the 2 articles as well.

there should be 32 slides in total 

1

The Primary Issues

The article “Transition to Higher Education for Students with Autism: A Systematic Literature Review” by Nuske, Rillotta, Bello & Richdale (2019) presents some critical issues regarding students with autism. The first issue raised in the article is the experience of higher education from students with autism and their family members. Nuske, Rillotta, Bello & Richdale (2019) claims that students with autism experience challenges associated with wellbeing, mental health, self-disclosure, and self-awareness. Nuske, Rillotta, Bello & Richdale (2019) further argue that family members of students with autism face challenges associated with systems’ policies that compromise their ability to support their family members with autism. The issue presented are a lack of flexible approaches that enhance transition and academic and the professional awareness and understanding of students with autism. Evidence based results are offered in the article is an adopting a flexible system that improves transition and increases students’ and professional awareness and knowledge of students with autism will promote change among students with autism in higher education.

The other issue identified in the article is that autism is characterized by difficulties with social communication skills and needs proper support during the transition process. According to Nuske, Rillotta, Bello & Richdale (2019), students with autism are affected with various challenges such as social communication skills, repetitive behavior and therefore are vulnerable to changes associated with learning skills, more advanced and technical topics, increased homework assignments and also more lessons difficulty as they get promoted to an advanced education in upper classes. Here, Nuske, Rillotta, Bello & Richdale (2019) recommend that the government make systematic policies to allow parents to support their children with autism during the transition process. Families are the primary source of emotional support to their children, and they understand their children more than teachers. Therefore, they should be involved in the transition process because they can help address the challenges children with autism face during higher learning transition. The last concern in the article is that students with autism still have fewer education opportunities in the U.S despite the opportunities and the rise in cases of autism in the country.

Current Educational relevance

The article is relevant to students with autism, teachers, and families of children with autism. It provides a framework for supporting students with autism at higher learning during the transition. For instance, considering biological, social, and environmental challenges influencing changes in schools that effects the student population, teacher replacement, subject change, influences of self and social awareness, mental health that can help boost the student’s self-esteem, and thereby improving their academic performance.

The article is also relevant to policymakers because it provides a flexible system that allows family members of students with autism to be fully involved during the transition process. Families play a major in shaping the behavior of their children. They understand their children and know how to approach or handle their issues, especially those with autism. Families come to understand their children’s emotions, characters, and the behavior of their children with autism than a teacher doe during the time they have him or her. When they are involved in their children’s transition process, they can help address challenges that their children face during transition. The parents and teachers can then help improve the transition process among their children with autism and address challenges in illiteracy among autistic students and flawed learning approaches affecting their education. By ensuring proper transition, many autistic students get to continue with their education and even graduate and get employed like any other student without disability. This will enhance economic and social growth in the country.

References

Nuske, A., Rillotta, F., Bellon, M., & Richdale, A. (2019). Transition to higher education for students with autism: A systematic literature review. Journal of Diversity in Higher Education, 12(3), 280.

Running head: SUMMARY 1

SUMMARY 4

Article: A Preliminary Study of Parent Activation, Parent‐Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD

In postsecondary school students with an autism spectrum disorder, the family, student, and school factors are not well understood. A student with ASD issues has shown a lowers employment rate and lower social determination skills than students with other disabilities, and problems can be traced back to educational institutions and individual learning programs. To understand major reason behind students’ poor postsecondary performance, schools’ total impact has been studied on social interaction and development of students. The impact of school has studied with the help of basic factors like transition planning quality adaptive functioning, and parent-teacher alliance. As part of the Individualized Education Program, the public schools are required to provide transition services to disabled students. For this purpose, the federal law has made the Individuals with Disabilities Education Act 2004 (McGrew, 2019). Research shows that schools fail to provide these transition services to students with an autism spectrum disorder.

The outcomes of such postsecondary students are worse. To evaluate the hypothesis of poor post secondary performance of students with PSD, researchers have conducted an experimental based research study and selected 20 special education teachers and 20 students with ASD issues that the Autism Diagnostic Schedule confirmed. These students and teachers were selected from public schools, and teachers were fully aware of studies beforehand. Researchers have used a Likert-type scale questionnaire to record and analyze teachers’ and parents’ responses about students’ development and behavior before and after IEP programs. The assessment of the transition Planning Quality is based on the 30-item four-point Likert report scale. The results of the article illustrate that the poor outcomes and the goal achievement were not previously reported. The parents reported that greater parent-teacher alliance and higher transition planning quality were directly linked with the postsecondary goals and progress towards the individual Education Program. The areas like parent-teacher alliance and transition planning quality can be controlled by teachers’ or parents’ actions. The article concludes that the most responsible factor for postsecondary outcomes is the parents and students with an autism spectrum disorder. Parents and students are also responsible for the implementation of the plans relevant to education and training.

Based on results from combined samples, youth with autism disorder are less likely to participate in their transition planning. Such individuals are also reported to be less-determined, less-confident, and have lower decision-making ability. The Parent-Teacher alliance has been studied with different variables and factors. It has shown a positive impact on students’ management and social development that is important in their social communication skills. Parents and teacher’s alliance can be helpful to improve transition planning quality, and students can perform better. It shows that students require personal and professional guidelines with ongoing support and coaching for teachers’ parents and professional skills. The support should be provided to them for problem-solving, plan development, and living in a society with better resources.

References
McGrew, L. R. (2019). A Preliminary Study of Parent Activation, Parent‐Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary GoalAttainment of Students with ASD. Journal of Autism and Developmental Disorders, 3231-3243.