College Access, Success and Equity for Students on the Autism Spectrum

Amy L. Accardo; Kimberly Bean; Barbara Cook; Ann Gillies; Rebecca Edgington; S. Jay Kuder; Estyr M. Bomgardner

doi:10.1007/s10803-019-04205-8

College Access, Success and Equity for Students on the Autism Spectrum

Amy L. Accardo, Kimberly Bean, Barbara Cook, Ann Gillies, Rebecca Edgington, S. Jay Kuder, Estyr M. Bomgardner

Early, Elem. Ed & Critical Fd - EEC

Research output: Contribution to journal › Article › peer-review

37 Scopus citations

Abstract

College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.

Original language	English (US)
Pages (from-to)	4877-4890
Number of pages	14
Journal	Journal of Autism and Developmental Disorders
Volume	49
Issue number	12
DOIs	https://doi.org/10.1007/s10803-019-04205-8
State	Published - Dec 1 2019

All Science Journal Classification (ASJC) codes

Developmental and Educational Psychology

Access to Document

10.1007/s10803-019-04205-8

Cite this

@article{1fc649db472b41f0931c16c09145b691,

title = "College Access, Success and Equity for Students on the Autism Spectrum",

abstract = "College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.",

author = "Accardo, {Amy L.} and Kimberly Bean and Barbara Cook and Ann Gillies and Rebecca Edgington and Kuder, {S. Jay} and Bomgardner, {Estyr M.}",

note = "Publisher Copyright: {\textcopyright} 2019, Springer Science+Business Media, LLC, part of Springer Nature.",

year = "2019",

month = dec,

day = "1",

doi = "10.1007/s10803-019-04205-8",

language = "English (US)",

volume = "49",

pages = "4877--4890",

journal = "Journal of Autism and Developmental Disorders",

issn = "0162-3257",

publisher = "Springer New York",

number = "12",

}

TY - JOUR

T1 - College Access, Success and Equity for Students on the Autism Spectrum

AU - Accardo, Amy L.

AU - Bean, Kimberly

AU - Cook, Barbara

AU - Gillies, Ann

AU - Edgington, Rebecca

AU - Kuder, S. Jay

AU - Bomgardner, Estyr M.

PY - 2019/12/1

Y1 - 2019/12/1

N2 - College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.

AB - College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.

UR - http://www.scopus.com/inward/record.url?scp=85072225218&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85072225218&partnerID=8YFLogxK

U2 - 10.1007/s10803-019-04205-8

DO - 10.1007/s10803-019-04205-8

M3 - Article

C2 - 31482372

AN - SCOPUS:85072225218

SN - 0162-3257

VL - 49

SP - 4877

EP - 4890

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

IS - 12

ER -

College Access, Success and Equity for Students on the Autism Spectrum

Abstract

All Science Journal Classification (ASJC) codes

Access to Document

Other files and links

Fingerprint

Cite this