Date of Award
Doctor of Education (EdD)
Students diagnosed with autism spectrum disorder have been entering colleges and universities at an increased rate during the past 20 years. This increase necessitates greater awareness and the development of intentional interventions that support the needs of these students so they are able to make a transition from the K-12 environment to institutions of higher learning. Having a transition plan ahead of enrollment is favorable for these students. Many students with disabilities and their parents feel a college campus does not include the same level of support as provided in high school and they encounter challenges during that critical first-year transition of college, which often results in them dropping out (Ciccantelli, 2011). This study explored the services students with autism spectrum disorder receive at institutions of higher education, from the perspective of the Directors of offices of disability/accessibility. This study also proposes practices that assist these students so they can be successful at the postsecondary level. The findings from the study speak to the role parents, students, and advance preparations play in ensuring a favorable outcome for these students. It also emphasizes the students’ own responsibility to self-advocate for services and accommodations needed at the collegiate level.
Sutton-Young, Tasheka, "Supporting Autism Spectrum Disorder Students With Their Academic and Social Transition at Community Colleges" (2015). Education Doctoral. Paper 219.
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.