Skip to main content

Advertisement

SpringerLink
Log in

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Adreon, D., & Durocher, J. S. (2007). Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders. Intervention in School and Clinic, 42(5), 271–279. doi:10.1177/10534512070420050201.

    Article  Google Scholar 

  • American Psychiatric Assocation. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Press.

    Book  Google Scholar 

  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. text revision). Washington, DC: American Psychiatric Association.

  • Astington, J. W., & Jenkins, J. M. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9(2–3), 151–165. doi:10.1080/02699939508409006.

    Article  Google Scholar 

  • Barnhill, G. P. (2014). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other developmental Disabilities. doi:10.1177/1088357614523121

  • Barriball, B. R., & While, A. (1994). Collecting data using a semi-structured interview: A discussion paper. Journal of Advanced Nursing, 19(2), 328–335. doi:10.1111/j.1365-2648.1994.tb01088.x.

    Article  PubMed  Google Scholar 

  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Boston: Allyn & Bacon.

    Google Scholar 

  • Brugha, S., McManus, S., Bankart, J., Scott, F., Purdon, S., Smith, J., et al. (2011). Epidemiology of autism spectrum disorders in adults in the community in England. Archives of General Psychiatry, 68(5), 459–465. doi:10.1001/archgenpsychiatry.2011.38.

    Article  PubMed  Google Scholar 

  • Camarena, P. M., & Sarigiani, P. A. (2009). Postsecondary educational aspirations of high-functioning adolescents with autism spectrum disorders and their parents. Focus on Autism and Other Developmental Disabilities, 24(2), 115–128. doi:10.1177/1088357609332675.

    Article  Google Scholar 

  • Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorder among children aged years—Autism and developmental disabilities, Monitoring Network, United States, 2010. MMWR Surveillance Summaries, 63(2), 1–22.

    Google Scholar 

  • Chiang, H., Cheung, Y. K., Hickson, L., Xiang, R., & Tsai, L. Y. (2012). Predictive factors of participation in postsecondary education for high school leavers with autism. Journal of Autism and Developmental Disorder, 42(5), 685–696. doi:10.1007/s10803-011-1297-7.

    Article  Google Scholar 

  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). London: Sage.

    Google Scholar 

  • Davidovitch, M., Hemo, B., Manninhg-Coutney, P., & Fombonne, E. (2013). Prevalence and incidence of autism spectrum disorder in an Israeli population. Journal of Autism and Developmental Disorders, 43(4), 785–793. doi:10.1007/s10803-012-1611-z.

    Article  PubMed  Google Scholar 

  • Doren, B., Gau, J. M., & Lindstrom, L. E. (2012). The relationship between parent expectations and postschool outcomes of adolescents with disabilities. Exceptional Children, 79(1), 7–23.

    Google Scholar 

  • Elsabbagh, M., Divan, G., Koh, Y., Kim, Y., Kauchali, S., Marcín, C., et al. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5(3), 160–179. doi:10.1002/aur.239.

    Article  PubMed Central  PubMed  Google Scholar 

  • Fleischer, A. S. (2012). Alienation and struggle: Everyday student-life of three male students with Asperger Syndrome. Scandinavian Journal of Disability Research, 14(2), 177–194. doi:10.1080/15017419.2011.558236.

    Article  Google Scholar 

  • Fombonne, E., Quircke, S., & Hagen, A. (2011). Epidemiology of autism spectrum disorders. In D. G. Amaral, G. Dawson, & D. H. Geschwind (Eds.), Autism spectrum disorders (pp. 90–111). Oxford: Oxford University Press.

    Chapter  Google Scholar 

  • Friedman, N. D. B., Warfield, M. E., & Parish, S. L. (2013). Transition to adulthood for individuals with autism spectrum disorder: Current issues and future perspectives. Neuropsychiatry, 3(2), 181–192. doi:10.2217/NPY.13.13.

    Article  Google Scholar 

  • Gelbar, N. W., Smith, I., & Reichow, B. (2014). Systematic review of articles describing experience and supports of individuals with autism enrolled in college and university programs. Journal of Autism and Developmental Disorders, 44(10), 2593–2601. doi:10.1007/s10803-014-2135-5.

    Article  PubMed  Google Scholar 

  • Gillott, A., & Standen, P. J. (2007). Levels of anxiety and sources of stress in adults with autism. Journal of Intellectual Disabilities, 11, 359–370. doi:10.1177/1744629507083585.

    Article  PubMed  Google Scholar 

  • Glennon, T. J. (2001). The stress of the university experience for students with Asperger syndrome. Work: A Journal of Prevention, Assessment and Rehabilitation, 17(3), 183–190.

    Google Scholar 

  • Griffith, G. M. (2012). ‘I just don’t fit anywhere’: Support experiences and future support needs of individuals with Asperger syndrome in middle adulthood. Autism, 6(5), 532–546. doi:10.1177/1362361311405223.

    Article  Google Scholar 

  • Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal Autism and Developmental Disorders, 36(1), 5–25. doi:10.1007/s10803-005-0039-0.

    Article  Google Scholar 

  • Happé, F., & Vital, P. (2009). What aspects of autism predispose to talent? Philosophical Transactions of the Royal Society B-Biological Sciences, 364(1522), 1369–1375. doi:10.1098/rstb.2008.0332.

    Article  PubMed Central  Google Scholar 

  • Hill, E. L. (2004). Executive dysfunction in autism. Trends in Cognitive Sciences, 8(1), 26–32. doi:10.1016/j.tics.2003.11.003.

    Article  PubMed  Google Scholar 

  • Hill, E. L., & Frith, U. (2003). Understanding autism: Insights from mind and brain. Philosophical Transactions of the Royal Society B-Biological Sciences, 358(1430), 281–289. doi:10.1098/rstb.2002.1209.

    Article  PubMed Central  Google Scholar 

  • Humphrey, N., & Lewis, S. (2008). ‘Make me normal’: The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism, 12(1), 23–46. doi:10.1177/1362361307085267.

    Article  PubMed  Google Scholar 

  • Kapp, S. K., Gantman, A., & Laugeson, E. A. (2011). Transition to adulthood for high-functioning individuals with autism spectrum disorders. In M. R. Mohammadi (Ed.), A comprehensive book on autism spectrum disorders (pp. 451–478). InTech. doi:10.5772/21506

  • Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5(4), 1271–1282. doi:10.1016/j.rasd.2011.01.023.

    Article  Google Scholar 

  • Lincoln, Y. S. (1995). Emerging criteria for quality in qualitative and interpretive research. Qualitative Inquiry, 1, 275–289. doi:10.1177/107780049500100301.

    Article  Google Scholar 

  • Madriaga, M. (2010). ‘I avoid pubs and the student union like the plague’: Students with Asperger syndrome and their negotiation of university spaces. Children’s Geographies, 8(1), 39–50. doi:10.1080/14733280903500166.

    Article  Google Scholar 

  • Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education, 14(2), 115–131. doi:10.1080/13603110802504168.

    Article  Google Scholar 

  • Magiati, I., Tay, X. W., & Howlin, P. (2014). Cognitive, language, social and behavioural outcomes in adults with autism spectrum disorders: A systematic review of longitudinal follow-up studies in adulthood. Clinical Psychology Review, 34(1), 73–86. doi:10.1016/j.cpr.2013.11.002.

    Article  PubMed  Google Scholar 

  • Matthews, N. (2009). Teaching the ‘invisible’ students in the classroom: Disclosure, inclusion and the social model of disability. Teaching in Higher Education, 14(3), 229–239. doi:10.1080/13562510902898809.

    Article  Google Scholar 

  • Mazurek, M. O. (2014). Loneliness, friendship, and well-being in adults with autism spectrum disorders. Autism, 18(3), 223–232. doi:10.1177/1362361312474121.

    Article  PubMed  Google Scholar 

  • McGovern, C., & Sigman, M. (2005). Continuity and change from early childhood to adolescence in autism. Journal of Child Psychology and Psychiatry, 46, 401–408. doi:10.1111/j.1469-7610.2004.00361.x.

    Article  PubMed  Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis, an expanded sourcebook (2nd ed.). London: Sage Publications.

    Google Scholar 

  • Morrison, J. Q., Sansosti, F. J., & Hadley, W. M. (2009). Parent perceptions of the anticipated needs and expectations for support for their college-bound students with Asperger’s syndrome. Journal of Postsecondary Education and Disability, 22(2), 78–87.

    Google Scholar 

  • Mortelmans, D. (2011). Handboek kwalitatieve onderzoeksmethoden. Leuven: Acco.

    Google Scholar 

  • Müller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities. Autism, 12(2), 173–190. doi:10.1177/1362361307086664.

    Article  PubMed  Google Scholar 

  • Ozonoff, S., Pennington, B., & Rogers, S. (1991). Executive function deficits in higher education in higher functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105.

    Article  PubMed  Google Scholar 

  • Pillay, Y., & Bhat, C. S. (2012). Facilitating support for students with Asperger’s syndrome. Journal of College Student Psychotherapy, 26(2), 140–154.

    Google Scholar 

  • Pinder-Amaker, S. (2014). Identifying the unmet needs of college students on the autism spectrum. Harvard Review of Psychiatry, 22(2), 125–137. doi:10.1097/HRP.0000000000000032.

    Article  PubMed  Google Scholar 

  • Pugliese, C. E., & White, S. W. (2014). Brief report: Problem solving therapy in college students with autism spectrum disorders: Feasibility and preliminary efficacy. Journal of Autism and Developmental Disorders, 44(3), 719–729. doi:10.1007/s10803-013-1914-8.

    Article  PubMed  Google Scholar 

  • QSR International. (2012). NVivo qualitative data analysis software (version 10). Victoria: QSR International Pty Ltd.

  • Rosenthal, M., Wallace, G. L., Lawson, R., Willis, M. C., Dixon, E., Yeris, B. E., & Kenworthy, L. (2013). Impairments in real-world executive function increase from childhood to adolescence in autism spectrum disorders. Neuropsychology, 27(1), 13–18. doi:10.1037/a0031299.

    Article  PubMed  Google Scholar 

  • Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A. M., & Shaver, D. (2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school. Menlo Park, CA: SRI International.

    Google Scholar 

  • Schieve, L. A., Rice, C., Yeargin-Allsopp, M., Boyle, C. A., Kogan, M. D., Drews, C., & Devine, O. (2012). Parent-reported prevalence of autism spectrum disorders in US-born children: An assessment of changes within birth cohorts from the 2003 to the 2007 national survey of children’s health. Maternal Child and Health Journal, 16(1), 151–157. doi:10.1007/s10995-012-1004-0.

    Article  Google Scholar 

  • Senju, A. (2013). Atypical development of spontaneous social cognition in autism spectrum disorders. Brain and Developmental, 35, 96–101. doi:10.1016/j.braindev.2012.08.002.

    Article  Google Scholar 

  • Shattuck, P. T., Narendörf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, L. J. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129, 1042–1049. doi:10.1542/peds.2011-2864.

    Article  PubMed Central  PubMed  Google Scholar 

  • Smith, L. E., & Anderson, K. A. (2014). The roles and needs of families of adolescents with ASD. Remedial and Special Education, 35(2), 114–122. doi:10.1177/0741932513514616.

    Article  Google Scholar 

  • Taylor, M. J. (2005). Teaching student with autistic spectrum in HE. Education and Training, 47(7), 484–495. doi:10.1108/00400910510626330.

    Article  Google Scholar 

  • Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism Developmental Disorders, 41(5), 566–574. doi:10.1007/s10803-010-1070-3.

    Article  PubMed Central  PubMed  Google Scholar 

  • Tinklin, T., Riddell, S., & Wilson, A. (2005). Support for students with mental health difficulties in higher education: The students’ perspective. British Journal of Guidance & Counselling, 33(4), 495–512. doi:10.1080/03069880500327496.

    Article  Google Scholar 

  • Tobin, M. C., Drager, K. D. R., & Richardson, L. F. (2014). A systematic review of social participation for adults with autism spectrum disorders: Support, social functioning, and quality of life. Research in Autism Spectrum Disorders, 8(3), 214–229. doi:10.1016/j.rasd.2013.12.002.

    Article  Google Scholar 

  • United Nations. (2006). UN—Convention on the rights of persons with disabilities. New York: United Nations.

    Google Scholar 

  • VanBergeijk, E., Klin, A., & Volkmar, F. (2008). Supporting more able students on the autism spectrum: College and beyond. Journal of Autism and Developmental Disorders, 38(7), 1359–1370. doi:10.1007/s10803-007-0524-8.

    Article  PubMed  Google Scholar 

  • White, S. W., Ollendick, T. H., & Bray, B. C. (2011). College students on the autism spectrum. Autism, 15(6), 683–701. doi:10.1177/1362361310393363.

    Article  PubMed  Google Scholar 

  • Whitehouse, A. J., Durkin, K., Jaquet, E., & Ziatas, K. (2009). Friendship, loneliness and depression in adolescents with Asperger’s syndrome. Journal of Adolescence, 32(2), 309–322. doi:10.1016/j.adolescence.2008.03.004.

    Article  PubMed  Google Scholar 

  • Zager, D., & Alpern, C. (2010). College-based inclusion programming for transition-age students with autism. Focus on Autism and Other Developmental Disabilities, 25(3), 151–157. doi:10.1177/1088357610371331.

    Article  Google Scholar 

Download references

Acknowledgments

We would like to express our sincere gratitude to the participants in this study who shared their experiences and insights.

Conflict of interest

The authors declare that they have no conflict of interest.

Author information

Authors and Affiliations

  1. Office for Study and Career Guidance, Artevelde University College Ghent, Hoogpoort 15, 9000, Ghent, Belgium

    Valérie Van Hees

  2. Department of Education, Health and Social Work, University College Ghent, Voskenslaan 362, 9000, Ghent, Belgium

    Tinneke Moyson

  3. Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium

    Herbert Roeyers

Authors
  1. Valérie Van Hees
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tinneke Moyson
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Herbert Roeyers
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Valérie Van Hees.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary material 1 (DOCX 115 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Van Hees, V., Moyson, T. & Roeyers, H. Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. J Autism Dev Disord 45, 1673–1688 (2015). https://doi.org/10.1007/s10803-014-2324-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-014-2324-2

Keywords

Search

Navigation