Project Description:
Hispanic and Latino youth and young adults face a variety of challenges in accessing and completing post-secondary education and training programs. In 2017, the National Student Clearinghouse Research Center provided an analysis of post-secondary education and training programs that indicated that less than 45% of Hispanic students graduated--a rate 16% lower than white and Asian students. When Hispanic/Latino youth also have Autism Spectrum Disorder (ASD), the statistics are even grimmer. Shattuck et al reported that 38% of whites with ASD entered post-secondary education or training programs, while this was true for only 22% of Hispanics with ASD. The challenges resulting in these disparities are just beginning to be understood.
Together with the FDDC leadership and Florida College System, this project will compile and analyze baseline data and develop targets for annual improvement. It will be necessary to bring the ability to participate in focus groups to the population, and to include English and Spanish options for participation in surveys, focus groups and discussions alike. While much can be done electronically to allow this, electronic surveys and participation alone will not be enough to get a truly representative group input into the problem. It will be necessary to offer focus group participating in high-density Hispanic/Latino areas, including rural and farm communities, and areas in which families may not have ready access to internet.
In order to fully consider possibilities that would further elucidate barriers and solutions, it is necessary to gather input from five groups: 1) Hispanic/Latino adults with ASD who have completed post-secondary education or training programs successfully, and their families; 2) Hispanic/Latino adults with ASD who have completed high school and are currently enrolled in post-secondary education or training programs, and their families; 3) Hispanic/Latino adults with ASD who have completed high school and desired to enter post-secondary education or training programs but did not, or entered and did not complete successfully, and their families; 4) Hispanic/Latino students with ASD who are currently enrolled in high school and desire to enter post-secondary education or training programs; 5) professionals from high school and post-secondary programs who are involved in transition to post-secondary education and supports that improve successful completion of such programs.
