Understanding and Supporting the Needs of Post-Secondary Students with Autism Spectrum Disorder (ASD): A Qualitative Study of the Student Perspective
Abstract
Individuals with autism spectrum disorder (ASD) are a growing subgroup within post-secondary populations. However, little is known about post-secondary students with ASD, and even less regarding the barriers to their success. Available information suggests students with ASD struggle more and are less successful than neurotypical students, but this information has often relied on expert opinions and has failed to incorporate the first-hand perspective of students with autism. To address the gap in direct research of student experiences, a qualitative inquiry was conducted into the barriers to success for post-secondary students with ASD. Student participants from post-secondary institutions in Calgary, Alberta were interviewed and their responses analyzed using Thematic Analysis. Results identify multiple barriers to success for this population. Ten themes were identified in three categories: intrapersonal barriers, interpersonal barriers, and system concerns; while two separate cross-cutting themes (compounded concerns and achieving competency in independence) also emerged.
Description
Keywords
Educational Psychology
Citation
Schembri, T. (2017). Understanding and Supporting the Needs of Post-Secondary Students with Autism Spectrum Disorder (ASD): A Qualitative Study of the Student Perspective (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28558