Strategies for fostering self-determination in students with autism spectrum disorder: a qualitative study of community college faculty and staff

Abstract

Students with autism spectrum disorder (ASD) are enrolling in college more frequently, yet their graduation rates remain low. One reason posited is lack of self-determination (SD) skills, which help students act on goals. This study investigated how faculty at a community college support students with ASD in developing SD skills. The study used Garrison-Wade and Lehmann's (2009) framework for students' with disabilities transition to community college to evaluate data regarding how faculty accomplish this goal and how they communicate with DS staff. The study used basic qualitative methods, specifically semi-structured interviews with 23 faculty, five DS staff, and two education site directors. Findings include that faculty use a variety of strategies to communicate with students, yet faculty feel tension between helping students regulate behaviors and allowing autonomy. All three groups of participants indicate that rapport with and trust for each other are important, but when these qualities are absent, some faculty find help through informal supports. All groups of participants indicate that while accommodation letters are a good starting place to support students with ASD, they provide little help on how to reinforce SD skills. Ultimately, accommodations are supplemented by faculty opting to work with students beyond the letter.