Taylor, Gino V.
Abstract:
The concept of social and emotional limitations in individuals was first introducedby Kanner in 1943 (Kanner, 1992), when he coined the term “early infantile autism” (p.1). This early diagnosis evolved into what is currently referred to as autism spectrumdisorder (ASD) (Zeldovich, 2018, p. 2). More individuals are living with ASD than inyears past. According to the Centers for Disease Control and Prevention (2019a), asmany as 1 in 59 children were diagnosed with ASD in 2019, compared with previousestimates of four to five per 10,000. According to Shattuck et al. (2012), approximatelyone-half of students with ASD transition into post-secondary institutions. VanBergeijk,Klin, and Volkmar (2008) indicated that while prepared academically, individuals withASD are often unprepared socially for the college environment. The purpose of thecurrent study was to examine the perceptions of individuals with ASD who hadcompleted the freshman year of college about services from an Office of Adult Learningand Vocational Rehabilitation (OAL) and a university Disability Services Department(DSD) that contributed to their successful transition from high school into a postsecondary institution. In addition, respondents also shared perceptions about socialengagement challenges during the freshman year that impacted independent living,supports from the OAL and DSD that contributed to successful social engagement andindependent living, challenges that impacted academic performance, and supportsprovided by the OAL and DSD during the freshman year of college that contributed tosuccessful academic performance. Ten students living with ASD who had completed thefreshman year of college participated in semi-structured interviews. Data obtained fromthe interviews were analyzed to identify themes. Seven themes emerged from this study: (1) The OAL impact on the transition from high school to college; (2) the DSD impact onthe transition from high school to college; (3) social challenges during the freshman year;(4) impact of the OAL on social engagement; (5) impact of the DSD on socialengagement; (6) academic challenges during the freshman year; and (7) DSDaccommodations that aided academic success. Theme seven included six subthemes:note-takers, tutors, extended testing time, testing in a room with limited distractions,student support groups, and a mentor. The findings of this study may be useful forindividuals with ASD who are considering or currently attending college, parents orguardians, vocational rehabilitation counselors, university DSD personnel, universityacademic advisors, and other professionals who work with individuals with ASD in ahigher education setting