Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders

Bolourian, Yasamine; Zeedyk, Sasha M.; Blacher, Jan

doi:10.1007/s10803-018-3599-5

Cited by 47 publications

(76 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Therefore, some may find themselves struggling early on at university but are met with an expectation that they should be coping. Autistic people may often find the transition to university difficult (Toor et al, 2016;White et al, 2011) and processing the unknowns the transition presents (Bolourian et al, 2018). If the transition is difficult, this could lead to the decision to leave university.…”

Section: Discussionmentioning

confidence: 99%

“…Coming to university involves familiarisation with new environments, independence and routinesaspects which some autistic people could find challenging (White, Ollendick & Bray, 2011). Some autistic students report feeling like the transition is a 'gigantic leap' (Bolourian, Zeedyk & Blacher, 2018). If the transition experience is particularly negative, this could impact on an autistic individual's decisions around continuing their studies.…”

Section: Proposed Factors Relating To Non-completionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the factors that affect university completion for autistic people

Cage

Andres

Mahoney

2020

Research in Autism Spectrum Disorders

View full text Add to dashboard Cite

Background: Autistic individuals may be less likely to complete their university studies, but there is no research to date that examines why this is the case. This study thus examined the factors that may affect university completion for autistic people. Method: Two-hundred and thirty autistic people who had attended university completed an online survey, whereby 151 had graduated on their first attempt, 34 graduated after several attempts, and 45 had not completed. Participants answered questions regarding the transition to university, academic and social experiences, diagnosis, mental wellbeing and sensory sensitivities. Results: Those who did not complete had a poorer academic experience, found the transition more difficult, and felt less organisational and social identification at university. Logistic regression suggested the transition to university is particularly important in predicting non-completion. Conclusions: Finding the transition challenging and struggling with academic and social aspects may contribute to the risk of dropping-out. The study has implications for universities, who must ensure all autistic students are able to achieve their full academic potential by providing appropriate transition support, fostering a sense of community at university and ensuring staff are appropriately trained.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Proposed Factors Relating To Non-completionmentioning

confidence: 99%

Understanding the factors that affect university completion for autistic people

Cage

Andres

Mahoney

2020

Research in Autism Spectrum Disorders

View full text Add to dashboard Cite

show abstract

“…However, the range of needs of young adults with ASD extend beyond academics critical to postsecondary success [60,61]. Aside from social concerns, mental health issues are commonly found in ASD populations.…”

Section: Postsecondary School Yearsmentioning

confidence: 99%

“…Many of the challenges noted above are similar to other "invisible disorders," primarily attention-deficit/hyperactivity disorder (ADHD; [60,64,65]). For this reason, Bolourian and colleagues [60] conducted a qualitative study of 13 young adults with ASD and 18 students with ADHD in 4-year universities located in Southern California, to determine if young adults with ASD had challenges specific to their disorder. From coded in-depth interviews, nine themes emerged, highlighting the similar deficits between the two disorders.…”

Section: Postsecondary School Yearsmentioning

confidence: 99%

Autism in the Classroom: Educational Issues across the Lifespan

Bolourian¹,

Stavropoulos²,

Blacher³

2019

Autism Spectrum Disorders - Advances at the End of the Second Decade of the 21st Century

Self Cite

View full text Add to dashboard Cite

This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teacher relationships (STRs) in the face of challenging behaviors is discussed, including ways to build positive STRs. In middle and high school, social relationships serve as protective factors against mental health problems (e.g., depression, anxiety). Literature on this topic, including issues related to bullying, is presented. In postsecondary settings, young adults with ASD continue to have poor outcomes (e.g. loneliness, unemployment); strategies for helping adolescents transition to adulthood is discussed. While there are many other aspects to educational program appropriate for individuals with ASD (e.g., curriculum content), this chapter highlights recent issues that may be informative to a wide audience-school teachers and staff, researchers, and parents.

show abstract

“…A fact that draws attention is that among these students, 38.8% can complete the undergraduate studies (Newman et al, 2011). Nevertheless, the number of studies that have proposed to understand the university experiences of students with ASD is still limited (Rosa, 2015), particularly from their own perspective (Bolourian, Zeedyk, & Blacher, 2018).…”

Section: Introductionmentioning

confidence: 99%

Experiências Acadêmicas de Estudantes Universitários com Transtornos do Espectro Autista: uma Análise Interpretativa dos Relatos

Olivati

Leite

2019

Rev. bras. educ. espec.

View full text Add to dashboard Cite

RESUMO Diante do crescente índice de adultos com Transtornos do Espectro Autista (TEA) que ingressam na universidade, este estudo buscou descrever a experiência acadêmica de seis estudantes, com esse diagnóstico, regularmente matriculados em uma universidade pública no estado de São Paulo. Foram realizadas entrevistas individuais que buscaram identificar tópicos relacionados ao ingresso na Graduação, permanência, acessibilidade, relacionamentos e sugestões de melhorias no contexto universitário. Pautado nos preceitos da Psicologia Histórico-cultural, utilizou-se da análise qualitativa dos relatos, em especial dos Núcleos de Significação, que se constituiu no estabelecimento inicial de pré-indicadores, seguido pela aglutinação desse conteúdo em indicadores, e a construção dos núcleos de significação. Como resultados, foram verificadas pobres experiências interacionais durante o Ensino Básico. Na universidade, as controvérsias entre o interesse pela Graduação e o despreparo do contexto universitário apareceram como fatores geradores de angústia e ansiedade associados às barreiras de permanência e à necessidade da conclusão do curso no prazo regulamentar. Identificou-se a necessidade de ajustes tanto no âmbito singular quanto no contexto social acadêmico, com destaque para a participação de estudantes com TEA, que ainda é pouco debatida e reconhecida, e para as adaptações ao meio, que recaem majoritariamente ao sujeito, na contramão dos preceitos da inclusão educacional.

show abstract

Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders

Cited by 47 publications

References 62 publications

Understanding the factors that affect university completion for autistic people

Understanding the factors that affect university completion for autistic people

Autism in the Classroom: Educational Issues across the Lifespan

Experiências Acadêmicas de Estudantes Universitários com Transtornos do Espectro Autista: uma Análise Interpretativa dos Relatos

Contact Info

Product

Resources

About