Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

Autor/inn/en	Van Hees, Valérie; Moyson, Tinneke; Roeyers, Herbert
Titel	Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 6, S.1673-1688 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2324-2
Schlagwörter	Higher Education; Student Experience; Pervasive Developmental Disorders; Autism; Special Needs Students; Semi Structured Interviews; Grounded Theory; Educational Change; Interpersonal Relationship; Information Skills; Time Management; Disclosure; Daily Living Skills; Change Strategies; Accessibility (for Disabled); Barriers; Student Surveys + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienerfahrung; Autismus; Sonderpädagogischer Förderbedarf; Bildungsreform; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Informationskompetenz; Orientierungswissen; Zeitmanagement; Alltagsfertigkeit; Lösungsstrategie; Accessibility; Zugänglichkeit; Schülerbefragung
Abstract	The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01