Abstract
The purpose of this qualitative case study is to identify the factors that impact learners
with autism spectrum disorder (ASD) in a postsecondary setting. The central research
question is: What factors of the disability support services offices impact learning in
university students with ASD? The subquestions include: (a) How do students with ASD
describe their experiences with the University’s disability support services offices? (b)
How do University faculty describe their role in supporting students with ASD? (c) What
factors of the disability support services offices are perceived by students and faculty as
having a positive impact on student learning? (d) What factors of the disability support
services offices are perceived by students and faculty as lacking or ineffective? This single
case study included six student participants with autism spectrum disorder and four
disability support services office faculty members from the University. Data were collected
via individual interviews, an online focus group, and documents/archival records. Data
analysis consisted of categorical aggregation, development of naturalistic generalizations,
and development of themes.
| Original language | American English |
|---|---|
| Journal | The Journal of College Orientation and Transition |
| Volume | 25 |
| Issue number | 1 |
| State | Published - 2018 |
Keywords
- autism
- special education
- online and distance learning
Disciplines
- Education
- Online and Distance Education
- Special Education and Teaching