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Students with High Functioning Autism and the Transition to Higher Education: The Potential Utility of Social Networking Sites
PROCEEDINGS

, Florida State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This synthesis is an examination of how students with High Functioning Autism (HFA), formerly diagnosed as Asperger’s Syndrome, might use online social networking sites (SNS) to better manage the transition to higher education opportunities. The period of transition to college or university can be difficult for any young adult, but those with HFA face particular challenges. Difficulties associated with the disorder include challenges with communication, independent living skills, and managing transition – all potential concerns when first beginning studies at higher education institutions. The literature suggests that the online environment might be conducive for individuals with HFA to develop friendships and share information. This review examines that literature and suggests implications for further research.

Citation

Anderson, A. (2014). Students with High Functioning Autism and the Transition to Higher Education: The Potential Utility of Social Networking Sites. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 91-96). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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