Abstract

Individuals with autism spectrum disorder (ASD) are completing high school with reasonable expectations for postsecondary success. College educators are likely ill prepared to provide appropriate support for these students. Based on personal interviews with a diverse group of students with autism, this study (a) amplifies these students’ voices, (b) describes tensions between their public and private identities, (c) outlines the academic, social, emotional, self-advocacy, and communication challenges they face in college, and (d) proposes both general principles and specific practices that could be leveraged to facilitate postsecondary success for students with autism.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 71-87
Launched on MUSE
2017-01-21
Open Access
No
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