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30-05-2023 | Original Article

Experiences of Autistic College Students in Higher Education and Their Relations with Faculty

Auteurs: Jessica Johnson, Robin L. Dodds, Jeffrey Wood

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2024

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Abstract

Purpose

The purpose of this study was to investigate the various factors that may contribute to the academic self-concept of autistic college students, including the potential influence of academic success.

Methods

A sample of autistic participants (n = 12) were interviewed regarding autistic college students’ experiences. Transcripts were analyzed using a modified grounded theory approach.

Results

Most students had a positive academic self-concept due to factors like major selection based on passion and interest, following family values, personal motivation to do well, proving someone wrong, and striving for high academic achievement. Although accommodations were not the main focus of the study, they were found to affect student academic self-concept as well.

Conclusion

Post-secondary institutions should consider incorporating intervention and support programs that assist in improving neurodiverse students’ self motivation and self regulation skills to encourage these students to be academically successful while maintaining their well-being. They should also provide professional development initiatives aimed at enhancing the capacity of faculty and staff to address the unique needs of autistic students and ensure the successful implementation of accommodations. This approach will contribute to a more inclusive and supportive learning environment for autistic college students, promoting their academic success and well-being.
Bijlagen
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Literatuur
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Metagegevens
Titel
Experiences of Autistic College Students in Higher Education and Their Relations with Faculty
Auteurs
Jessica Johnson
Robin L. Dodds
Jeffrey Wood
Publicatiedatum
30-05-2023
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 8/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-023-06017-3

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