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Title Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting
URL
Publication Date
Degree PhD
Discipline/Department Higher Education Administration
Degree Level doctoral
University/Publisher Bowling Green State University
Abstract Almost 11% of college students have a disability (Newman, Wagner, Cameto, Knokey, & Shaver, 2010). Existing research indicates that students with disabilities have difficulty with retention and graduation (Newman, Wagner, Cameto, & Knokey, 2009). Autism Spectrum Disorder (ASD) is a type of disability that has increased among students in secondary education (Rice, 2009), yet the prevalence of students with ASD in postsecondary education is just starting to be documented. Information about programs, services, and reasonable accommodations in higher education that support students with ASD remains incomplete. This study applied a mixed-methods approach to a randomly selected national sample of postsecondary institutions to provide insight into effective interventions that support students with ASD. This study used a web-based survey and yielded a 41.9% return rate. Findings indicate that a “base level” of support exists at the vast majority of institutions. Additionally, 28.3% of institutions offered ASD specific services free-of-charge; whereas 2.2% provided ASD specific services for an additional fee. This research revealed significant differences in the number of students with ASD by institution type; however, there were no significant differences in the provision of ASD specific programs. Fifty-five to sixty percent of institutions used workshops, in-services, or online information to educate faculty regarding ASD specific issues. Logistical regression models indicated that existing programs are the strongest predictors of whether or not an institution offers ASD specific services and educates faculty regarding ASD issues. Successful interventions that support students with ASD educate community members (e.g., residence life staff), target ASD specific issues (e.g., transition), and address the institutional culture (e.g., diversity on campus). Successful interventions also have a proactive purpose and honor the value criterion of equity. Pitfalls to avoid when designing interventions include “one-size-fits-all” programs. Practitioners must carefully consider cost, feasibility, and political support for neurodiversity. Institutions without ASD specific programs support students by using existing reasonable accommodations or general services. Implications of the findings and recommendations for future research are discussed. Notably, future research should consider exploring the effectiveness of transition programs to support students with ASD.
Subjects/Keywords Education; Education Policy; Higher Education; Higher Education Administration; Autism Spectrum Disorder; ASD; postsecondary; higher education; services; reasonable accommodations; mixed-methods; web-based survey; ASD specific services; ASD education; one-size-fits-all; transition programs; Aspergers; neurodiversity
Contributors Coomes, Michael (Committee Chair)
Language en
Rights unrestricted ; This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
Country of Publication us
Format application/pdf
Record ID oai:etd.ohiolink.edu:bgsu1332120965
Repository ohiolink
Date Retrieved
Date Indexed 2016-12-22
Grantor Bowling Green State University

Sample Search Hits | Sample Images

…24 vii Office of Civil Rights (OCR) ......................................................................... 26 Legal Transition Between K-12 and Postsecondary Education ..................... 28 Autism Spectrum Disorders…

…71 Consistent themes .............................................................................. 75 Existing Postsecondary Interventions and Programs ..................................... 76 Reasonable accommodations…

…245 Transition programs .......................................................................... 246 Look Beyond College: Career Skills Training............................................... 247 Apply Principals of Universal Design…

…Offices Without ASD Specific Programs................................. 203 32 One-Way Analyses of Variance for Number of Students by Institution Type .......... 203 33 Reasonable Accommodations or General Support Services Offered to Postsecondary

…89 percent of students who reported intending to finish their programs, when students left their postsecondary schools fewer than 3 in 10 (29 percent) were reported to have graduated or completed their programs” (Newman, Wagner, Cameto…

programs or interventions that support the success of students with disabilities. Students with ASD Autism Spectrum Disorders (ASD) are a type of disability that affects students in postsecondary education. Students with ASD comprise approximately…

…policies and programs that address the needs of students with ASD in postsecondary education are proactive and prudent. 1 The rate of diagnosis varies depending on region of the United States; creating a range between 1 in 80 to 1 in 240 children with an…

…reasonable accommodations or general support services are currently offered to postsecondary students with ASD? 7 2. What free of charge support services or programs are currently offered to postsecondary students with ASD? 3. What (if any) fee…

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