Experiences of Autistic College Students in Higher Education and Their Relations with Faculty.
Autistic college students thrive when they pick majors aligned with passions and have faculty who understand accommodations—check both boxes in transition planning.
01Research in Context
What this study did
Johnson et al. (2024) talked with autistic college students. They asked how classes feel and what helps them feel smart.
The students told stories about picking majors, using accommodations, and working with teachers.
What they found
Students felt good about school when three things lined up. They chose a major they love, teachers gave clear help, and accommodations were easy to use.
Passion for the subject kept them going. Supportive teachers made the biggest difference.
How this fits with other research
Sappok et al. (2024) and Gandhi et al. (2022) show stress hurts autistic adults. Jessica’s work says passion and kind teachers lower stress in class. The ideas click: lower stress lets learning grow.
Nevin et al. (2005) and Müller et al. (2008) let older adults describe social pain. Jessica’s students talk about academic joy. Same method, different age and focus. Together they map the full arc of adult life.
Carter et al. (2013) found parents want self-determination but kids lack it. Jessica shows what happens when those kids reach college and finally pick what they love. The story continues, not contradicts.
Why it matters
When you write a transition plan, add two boxes. Does the student love the topic? Will the teacher give clear, autism-friendly help? Check both and you copy the recipe these students say works.
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02At a glance
03Original 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.
Journal of autism and developmental disorders, 2024 · doi:10.1177/1088357614525435