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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.