Date of Award
Doctor of Philosophy (PhD)
Educ Foundations & Leadership
Chris R. Glass
Research and discussion on the prevalence of autism spectrum disorders in education is longstanding, albeit almost exclusive to secondary students. Within less than ten years the number of secondary students who were receiving special education services for autism doubled, two percent of which later self-identified at 2yr and 4yr institutions upon enrollment. This phenomenological study explores the experiences of college students who have autism spectrum disorders, focusing on the social experiences that impact college persistence and retention. The following research questions were guide to this study: what are the social experiences of college students who have autism? What role(s) do various social experiences play in the persistence and retention of college students who have autism? Future research recommendations and implications for the results of this study include use among student affairs practitioners and disability services advocates to examine and challenge existing campus culture related to student engagement and involvement.
Colclough, Monique N., "Exploring the Social Experiences of College Students Who Have Autism Spectrum Disorders: Examining Neurodiversity on Campus" (2016). Educational Foundations & Leadership Theses & Dissertations. 6.