Perceptions of factors that facilitate and impede learning among twice-exceptional college students with autism spectrum disorder

Abstract

This qualitative comparative case study explored the personal perceptions and institutional factors that facilitated academic success, as well as challenges, in college among a sample of 40 academically talented students with autism spectrum disorder (2e/ASD) who were enrolled in highly competitive colleges and universities in the United States. Findings from the study included that the majority had excellent reading and writing skills, but struggled with mathematics. The personal trait that most enabled them to be successful in college, described by 26 of the 40 students, was a driving passion for learning. Half of the participants were motivated to succeed academically by the independence college offers, as well the flexibility to take advantage of a range of opportunities, and the development of their personal autonomy. The majority of the participants indicated that faculty members’ instructional practices were their greatest barriers to learning.