It appears you don't have support to open PDFs in this web browser. To view this file, Open with your PDF reader
Abstract
This study utilized a qualitative case study interview methodology to explore the transition to postsecondary education and first-year postsecondary educational experiences of four students with Autism Spectrum Disorders (ASD). This research provided a comprehensive understanding of the first-year postsecondary educational experience of the students who were enrolled in a private, selective four-year postsecondary educational institution. It explored the ecological factors that impacted the students' first-year postsecondary experiences through analyzing the perspective of the students, the students' parents, and the students' disability resource and service (D/RS) provider. It also investigated how students' prior experience and perception of ASD influenced their first-year postsecondary experience.
Reviewed literature found that research focusing on postsecondary educational experiences was scarce and mainly consisted of anecdotal accounts of students with ASD and limited research on the experiences of students with ASD after their first year. There was no prior research focusing on the first-year postsecondary experiences of students with ASD.
The study's findings provide an analysis of each student's prior experience and first-year postsecondary educational experience and then present a cross-case analysis. The study revealed that the students' academic and transition services in high school and parental support were the most notable prior experiences that influenced the students' transition to postsecondary education. It also found that the students experienced academic and social successes and challenges. Internal attributes, including students' persistence and stress impacted their experience. Parental support and D/RS support were perceived to have positively impacted the students' experience. The study also found that the students perceived their diagnosis of ASD as both a positive asset and a hindrance to their experience.
The discussion provides an analysis of the factors within the postsecondary environment and from the students' prior experience that impacted their first-year and how these four students' experiences related to the previous literature. It also discusses the importance of implementing effective support services. Recommendations for policy, practice, and further research are also provided.
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer