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Articles

Vol. 1 No. 1 (2014): Inaugural Issue

A Study of Students on the Autism Spectrum Transformation in a High School Transition Program

  • Courteny Moore-Gumora
Submitted
February 1, 2014
Published
2014-02-01

Abstract

This paper shares the results of a dissertation sharing the transformative process of ten
participants in a program for students with Asperger Syndrome transitioning from an urban high
school setting to college, which includes the extracurricular extension referred to as Ethos. The
dissertation considers the experience in the context of specialized education, and the broader
contexts of curricular development and instruction concerning school reform and design.
Fundamentally, the study intends to examine and explain the extent to which these students
experience transformation during their transition to higher education in this progressive program.
Embedded in the program design are in-depth inquiry driven discussions and experiences to
enhance interpersonal relationships, effective communication, and higher level cognition. The
exploration examines whether the in-depth inquiry driven design does contribute to academic
and lifelong learning, fundamentally improving students’ over-all self-perception, empowerment,
and actualization of life goals, which is the underpinning purpose of an exceptional education.

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