Steps towards the adulthood of students with autism and individual sessions of special education and training (SET) at the University

Abstract

On a theoretical basis, it is known that people with autism face more difficulties and the same is true among university students. According to psychological and pedagogical theories these difficulties are characterized as complex cognitive, emotional and social and can have long-term consequences, such as dropping out of university and unemployment. Understanding the challenges students with autism face can help institutions better support this group while allowing them to take small steps toward adulthood through the opportunities offered by higher education. In the methodology we met fifteen students with autism following the targeted individual structured integration interventions of special education and training they received at the University using the pedagogical principles of Targeted, Individual Structured Integration Interventions of Special Education and Training (TISIPIf [SET]). They participated in semi-structured interviews and discussions about their metacognitive skills and experiences of support in higher education. In the context of the implementation of the Action “Supporting Social Care Interventions for Students of the Agricultural University of Athens, with OPS Code 5045556”, thirteen [13] response protocols were received from [ten men and three women with MA aged 25.8 years]. From the University of Peloponnese, two protocols were completed by a man and a woman with MA aged 23.2 years]. The interviews were subjected to fundamental thematic analysis. In the results from the discussions and interviews of the students with autism, three main themes were identified that were given meaning in the present study as small steps towards adulthood. Relationships with others [1], independence in decision-making [2] and support in their individual study method [3]. While each of these included positive and negative elements, the relationships were described as connecting all data of metacognitive skills leading to adulthood. When relationships with professors and fellow students were supportive, complex cognitive, emotional, and social difficulties were said to be “nonexistent”. But when characterized by stigmatizing attitudes, students faced much greater difficulties at university.