| Description |
Current research estimates that approximately 1-2% of the student body in higher education have autism spectrum disorder (ASD). More than half of individuals with ASD are intellectually capable of handling the academic levels of postsecondary education. Common characteristics of ASD, like social-communication challenges, atypical and repetitive behaviors, poor executive functioning, sensitivities, and psychiatric comorbidities, often contribute to low rates of college entry and completion for this population. Additionally, changing educational support and privacy policies in adulthood require individuals on the spectrum to adopt a new method of self-advocacy in order to receive continued educational support. While literature has begun to explore the transition to higher education for students with ASD, empirical data on the support needs necessary for the success of these students are limited. This research reports on postsecondary education support services and academic success of students with ASD from the perspectives of students and parents. |
