Abstract
Postsecondary education has become a viable post-school outcome for many students with disabilities, including students with autism spectrum disorder (ASD). Increasingly, students with ASD are pursuing two and four year degree programs, yet few investigations have examined the extent to which these students are receiving the types of supports and services needed to be successful. In this exploratory study, the experiences of individuals who provide support to students with ASD enrolled in postsecondary degree programs were examined. Semi-structured interviews were conducted with 10 parents and 6 university personnel at one public research university. Data were analyzed using a constant-comparison method (Strauss and Corbin 1998). Five themes emerged focused on (a) characteristics and needs of students with ASD, (b) transition to the university, (c) available services and supports, (d) barriers and issues, and (e) additional support needed. Findings suggest that services offered by universities may need to be expanded to meet the unique needs of students with ASD.
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This study was funded by a grant from the Hope Institute for Children and Families (#2013–02228).
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Informed consent was obtained from all individual participants included in the study.
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The authors declare no potential conflicts of interest.
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Dymond, S.K., Meadan, H. & Pickens, J.L. Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel. J Dev Phys Disabil 29, 809–825 (2017). https://doi.org/10.1007/s10882-017-9558-9
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DOI: https://doi.org/10.1007/s10882-017-9558-9