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The STEM fields attract many students with autism and related disabilities who are highly intelligent, but who, upon entering higher education, may find that they struggle with independent living and a different way of learning. Full of practical advice, this is a useful handbook that students and parents can refer to throughout the college years.

Learning disabled --- College students with disabilities. --- Handicapped college students --- College students --- Students with disabilities --- LD adults --- Learning disabled adults --- Slow-learning adults --- People with mental disabilities --- Education (Higher)

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This practical college curriculum helps students with Autism Spectrum Disorder (ASD) to begin to make the transition to the next stage of life - their career. With detailed personality and skills profiling, job-hunting strategies, and interview preparation, it is an ideal textbook for ASD college programs or for student self-study.

Autistic people --- College students with disabilities --- People with mental disabilities --- Autism --- Developmentally disabled --- Intellectually disabled persons --- Mental disabilities, People with --- Mentally deficient persons --- Mentally disabled persons --- Mentally disordered persons --- Mentally handicapped --- Mentally retarded persons --- People with intellectual disabilities --- Retarded persons --- People with disabilities --- Intellectual disability --- Mentally ill --- Handicapped college students --- College students --- Students with disabilities --- Vocational guidance. --- Education (Higher) --- Patients

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People can best help dyslexic students once they understand dyslexia's association with anxiety and effective coping strategies, both cognitively and emotionally. By highlighting the perspectives of dyslexic students, this book evidences the prevalence of anxiety in dyslexic communities. The shared experience from a range of dyslexic learners pinpoints best practice models and helps combat the isolation felt by many with learning difficulties. The author targets academic areas where students struggle, offering techniques to overcome these barriers. Such obstacles are not always due to cognitive factors but may be associated with negative experiences, leading to fear and uncertainty. Recounting these sticking points through student voices, rather than from a staff viewpoint, enables readers to find meaningful solutions to dyslexia-related problems. Through this dynamic methodology, the book shows researchers and practitioners how to understand dyslexic needs on an emotional level, while presenting dyslexic readers with practical coping methods.

Dyslexics --- Stress management. --- Stress (Psychology) --- Anxiety. --- College students with disabilities --- Education (Higher) --- Psychology. --- Handicapped college students --- College students --- Students with disabilities --- Angst --- Anxieties --- Anxiousness --- Emotions --- Agitation (Psychology) --- Fear --- Worry --- Emotional stress --- Mental stress --- Psychological stress --- Tension (Psychology) --- Mental health --- Psychology --- Diathesis-stress model (Psychology) --- Life change events --- Type A behavior --- Management, Stress --- Health --- Dyslexia --- Dyslexiacs --- Dyslexic persons --- Developmentally disabled --- Patients

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People with mental disabilities --- Autistic people --- College students with disabilities. --- Vocational guidance. --- Business, Choice of --- Career choice --- Career counseling --- Career patterns --- Career planning --- Careers --- Choice of profession --- Guidance, Student --- Guidance, Vocational --- Occupation, Choice of --- Occupational choice --- Profession, Choice of --- Student guidance --- Vocation, Choice of --- Vocational opportunities --- Counseling --- Educational counseling --- Occupations --- Professions --- Handicapped college students --- College students --- Students with disabilities --- Autism --- Developmentally disabled --- Vocational education --- Vocational education. --- Employment. --- Education (Higher) --- Patients

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This book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues are examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education. Contributors are: Kristín Björnsdóttir, Michelle L Bonati, Bruce Chapman, Amy L. Cook, Deborah Espiner, Friederike Gadow, Meg Grigal, Debra Hart, Laura Hayden, Anne Hughson, John Kubiak, Niamh Lally, Lorraine Lindsay, Jemima MacDonald, Kathleen J. Marshall, Kerri-ann Messenger, Lumene Montissol, Ray Murray, John O’Brien, Patricia O’Brien, Barrie O’Connor, Molly O’Keeffe, Clare Papay, Anthony J. Plotner , Parimala Raghavendra, Fiona Rillotta, Michael Shevlin , Roger Slee, Natasha A. Spassiani , Guðrún V. Stefánsdóttir, Josh Stenberg, Kimberley Teasley, Lorraine Towers, Margaret Turley, Bruce Uditsky, Chelsea VanHorn Stinnett, Stephanie Walker, Thea Werkoven, Felicia L. Wilczenski.

Learning disabled --- College students with disabilities --- Adaptability (Psychology) --- Inclusive education. --- Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Adaptation (Psychology) --- Adaptive behavior --- Flexibility (Psychology) --- Malleability (Psychology) --- Personality --- Adjustment (Psychology) --- Handicapped college students --- College students --- Students with disabilities --- LD adults --- Learning disabled adults --- Slow-learning adults --- People with mental disabilities --- Education (Higher) --- Services for. --- Government policy